Whangarei Girls’ High School

Year 9 students select between Subject Specific and SWITCH.

Each Year 9 student will need to choose one of the following ways of learning.

All students will study English, Health, Mathematics, Physical Education, Science and Social Studies. All students will develop and explore the 21st century skills of collaboration, communication, critical thinking and problem solving plus creativity and innovation.

We aim to provide student centred learning environments for all classes, where students are taught by teachers who differentiate the learning to meet the needs of individual students.

Google Classroom is used throughout the school, giving students access to their learning during and outside the timetabled class.

SWITCH BROCHURE

In this course, students will build confidence and understanding as they learn to use a range of software and digital technologies. They will develop valuable creative and technical skills through hands-on projects. Students will learn how to design and create a simple game, including character design and image editing with Photoshop. Their understanding of coding, testing, and debugging will be developed using Scratch and Blockly code. They will also explore 3D modelling and have the opportunity to try 3D printing. Original thinking is encouraged, and students will be supported to explore a range of ideas as part of the design process.

Learning Opportunities

In this course you will need to:

• Creative thinking:  Produce original ideas and apply imagination to solve problems.

• 3D modelling and 3D printing.

• Digital Technologies:  Develop skills using specialist software, manage files, and write basic code for games.

• Game design, including characters and graphics.

• Critical Thinking Skills:  Inquire, analyse problems, test and evaluate ideas.

• Coding with Scratch, including testing and debugging.

• Using Information:  Apply the design process to explore options and develop ideas.

• Micro:bit microprocessors and robotics.

The Design & Visual Communication course aims to introduce students to a variety of drawing skills. They will have the opportunity to work through a design brief using the skills and techniques developed in class.

Learning Opportunities

In this course you will need to:

• Creativity - Students will explore innovative design ideas/solutions.

• Students look at architecture & interior design - soft furnishings, materials, colour, furniture, use of space etc.

• Communication - Students will develop skills to visually communicate their design ideas.

• Sketching techniques using isometric, perspective, oblique and rendering.

• Using information - Use the design process to develop ideas and explore options.

• Modeling floor plans using both digital and physical modeling techniques.

• Problem solving and critical thinking through drawing and visual communication.

• Explore Pinterest for design inspiration.

Subject Specific

Students select subject specific on the enrolment form if they are new to Whangarei Girls' High School or on Schoolpoint if they are a current student.  

English, Mathematics, Science, Social Studies, Physical Education and Health are all taught in separate classes. Each learning area covers the learning objectives from the New Zealand Curriculum.  

Students will be with a different group of students for each core subject and option subjects.

In each of the core classes students will be taught to think critically, work collaboratively and develop their creativity, communication and digital literacy. They will work individually, in groups and as a class. Students will learn a wide range of content across these subjects and make links to the community. Students will be encouraged to be active participants in their learning. Teachers provide timely feedback and feedforward to students and their whānau about their learning journey.

We aim to provide student centred learning environments for all classes, where students are taught by teachers who differentiate the learning to meet the needs of individual students.

Google Classroom is used throughout the school, giving students access to their learning during and outside the timetabled class.

SWITCH

Students select  SWITCH on the enrolment form if they are new to Whangārei Girls' High School or on School Point if they are a current student. 

SWITCH is an exciting, integrated learning programme grounded in STEAMM (science, technology, english, arts, mathematics, and Mātauranga Māori). Students explore big ideas through a connected NZ Curriculum, with rich tasks and explicit teaching informed by the science of learning.

The programme is child-centred and relationship-based and encourages hands-on, real-world learning. Students work in groups with experienced teachers, accessing science labs, health and PE facilities and specialist rooms as needed.

Learning is project-based, fostering critical thinking, creativity, collaboration, and leadership. A close partnership with Enviroschools support environmental learning and meaningful community action.

SWITCH BROCHURE

This course focuses on accounting for individuals and businesses. You will start with a personal accounting focus and build on this knowledge to understand the Financial Statements prepared by a sole trader business.

Learning Opportunities

In this course you will need to:

• Communication Skills - explain accounting terminology.

• Basic accounting concepts relating to income, expenses, assets, liabilities and equity.

• Technology use - understand and use spreadsheets for all accounting activities.

• How to prepare budgets and Statement of Affairs for an individual and the Income Statements and Statement of Financial Position for a business.

• Information use - classify/code, report and process financial information.

• Use source documents to process and analyse transactions.

• Interpersonal skills - group collaboration using research skills.

• Decision making and budgeting- plan a dinner party and a family holiday.

Students will explore wet and dry media through tasks designed to improve their practical skills and the development of ideas in the art-making process.

Skill Development: Introduce and build confidence using a wide range of art-making media, show students how to apply using the correct technique and allow them to experience variety, before focusing on their strengths. 

Inquiry Project: This allows students to select their subject matter and artist models to make works using their favourite art-making techniques.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to think of alternative solutions, use your own art-making experience to inform your next steps, learn about colour palette, re-interpret imagery and apply media in your own way.

• Drawing, Painting and Print-making.

• Decision Making: You will focus on your favourite art-making style, select artist models that inspire you and make decisions about media, composition and technique.

• Memorabilia - Personal exploration of meaningful objects (Favourite things, family heirlooms, historical documents, collectables).

• Time Management: Use time management skills to meet deadlines.

• Nature - Celebration of New Zealand's Natural Environment (Places, People, Animals, Plants).

• Visual Literacy: Use images to describe and express your ideas.

• Portraiture - Print and Paint. Using compositional devices to combine people, places and objects.

Ever wondered how the world began, why gods caused so much chaos, or why Roman soldiers never quit? Welcome to the wild world of Classical Studies - where you’ll dive into epic myths, ancient battles, volcanic disasters, and daily life in two of history’s greatest civilisations: Greece and Rome. This course mixes storytelling, history, and investigation, with lots of choice in how you learn and show what you know. Whether you're into gods, warriors, ruins, or weird ancient food - there’s something in here for you. Plus, you’ll see just how much of our world was shaped by theirs.

Learning Opportunities

In this course you will need to:

• Thinking and Inquiry Skills - Ask smart questions about the past and dig into what ancient stories really mean. You'll think critically, compare cultures, and use evidence to make sense of history.

• Creation Myths: Gods, Chaos, and the Beginning of Everything - Where did the world come from? You’ll compare the Greek creation myth with other ancient stories - from Norse frost giants to Egyptian cosmic eggs to Tāne Mahuta separating Ranginui and Papatūānuku. What do these myths say about the cultures that told them? 

• Communication and Literacy Skills - Understand, explain, and share ideas about the ancient world. You’ll read myths and sources, write clearly, speak confidently, and interpret visuals.

• Hoplites and Heroics: Greek Warfare and Society - Who fought at Marathon and Thermopylae - and why do we still talk about them? Learn how ordinary citizens became fearsome hoplite warriors, and discover what life was really like in ancient Greek cities - at home, at school, and on the battlefield.

• Creative and Design Skills - Bring the ancient world to life with imagination and flair. You'll retell myths, design creative projects, and act out scenes from ancient life.

• Pompeii: Life (and Death) Under a Volcano - What happens when time freezes in an instant? Travel back to Pompeii in 79 AD and explore a Roman town buried in ash. You’ll become a detective, using real artefacts and ruins to uncover what people ate, how they lived - and how they died.

• Research and Evidence Skills - Find facts and back up your ideas like a real historian. You’ll use ancient sources, do research, and support your thinking with evidence.

• Marching with Rome: The Roman Army and Imperial Power - Why were Roman soldiers the toughest in the ancient world? Discover their training, weapons, and strategies - and how they helped spread Roman power across the empire. You’ll also explore the Imperial Cult - where emperors weren’t just rulers… they were gods.

• Social and Collaboration Skills - Learn with others and explore different points of view. You’ll work in teams, respect different ideas, and join discussions and debates.

• Daily Life: From Toga Time to Mice on Sticks - What did Romans eat? How did Greek kids learn? Was slavery normal? Step into the daily lives of ordinary (and not-so-ordinary) people in the ancient world. Expect fast food, fierce fashion, and strange rules that kept society ticking.

In this course, students will explore a variety of digital technologies while developing valuable creative and technical skills. In the first part of the course, they will learn how to design graphics and characters for use in games and animations. Students will also explore how visual novels are created and be introduced to programming as part of this process. They will also have the option to explore 3D modelling and printing. In the second part of the course, students will design a creative project of their choice and develop a conceptual plan. They will then build and refine their idea, further developing their skills and understanding.

Learning Opportunities

In this course you will need to:

• Digital technologies: Develop confidence and skills using a range of digital tools and processes.

• Digital graphics and character design.

• Creative thinking: Use imagination to produce original ideas and outcomes.

• Making visual novels and the Python programming behind them.

• Design process: Respond to a design brief, explore options, and produce concepts

• 3D design and printing.

• Computational thinking: Apply problem solving to code, test and debug programmes.

• Project of your choice – conceptual design and development eg. graphics, animation, game, programming, 3D modelling.

We give students the opportunity to try lots of different dance styles, as well as learn choreography skills.  At times, students will be working in pairs and  groups to produce choreography and performance pieces. At the end of the term they have an opportunity to perform in front of friends and family in our Dance Concerts. This involves lighting and costume rehearsals in our purpose built Dance Theatre

Learning Opportunities

In this course you will need to:

• Team work

• Choreography - creating dances using your own favourite styles or other dance styles.

• Communication

• Technique - Understanding specific body placement, including flexibility, strength and fitness.

• Collaboration

• Ensemble skills - working with others using movement challenges.

• Resilience

• Perform in front of audiences.

• Literary skills (writing and research)

• Explore and learn various dance genres/styles.

Design and Visual Communication students are given the opportunity to generate inventive and innovative ideas in response to a brief. Students learn about the design process and creative problem solving while working through a series of exciting and relevant projects. Students design and make chocolates and the packaging. They also design a tiny home, exploring interior design, model making and the use of digital tools.

Learning Opportunities

In this course you will need to:

• Creativity - Students will explore innovative design ideas/solutions incorporating fabrics

• They also learn freehand drawing and digital skills which allow them to communicate and present design ideas in response to a given brief.

• Using information - Use the design process to develop ideas and explore options

• Architectural design - Students explore tiny homes, amazing spaces, tree house etc. Looking at interior design, landscape design and architecture.

• Presentation skills - Digital modelling, 3D printing, vacuum forming, laser cutting, rapid prototyping etc

• Product design - chocolate making - students work from design through to a packaged solution.

This course is for future designers, filmmakers, photographers and digital painters! Students will develop skills through using Adobe Photoshop by responding to a series of design briefs. Students will continue to use practical art-making skills to communicate design ideas, then use digital tools to finish their final solutions. Design Brief: Digital Alphabet, Product Advertisement, Video Reel. Inquiry Project: Digital Artwork (Wacom/Photography/Design).

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to develop a range of ideas, draw inspiration from the world around you, listen to feedback from others and use this to inform your own ideas.

• Drawing, Digital Design, Photography, Film-Making.

• Decision Making: You will use the ‘design process’ to develop ideas and make decisions about successful design solutions.

• Type and Digital Manipulation - Digital Alphabet and Product advertisement.

• Digital Literacy: Use digital design tools to complete your finished work: Google Suite, Adobe Creative Suite.

• Video Reel - Moving video techniques for an artist of their choice.

• Visual Literacy: In responding to a design brief, you will need to consider how your work is received by others and understand how to use signs and symbols to enhance final work.

• Inquiry - Waycom, Drawing and Photography to create personal artwork for display.

In this half year course, through games and warm-up activities, students will be reminded of the basics of drama. This unit is followed by a strong focus on improvisation and the skills required to become adept at it. Improvisational skills, together with an understanding of narrative structure are used for the devising of plays in groups. Students are taught the conventions of scriptwriting in order to convert their devised play into script form, ready for rehearsal for a performance to their peers. 

In conjunction with the performance, students also become familiar with basic stage technologies such as lighting, sound, set, costume and make-up. 

There will also be a formal written test on drama theory, and literacy, all of which will be taught in conjunction with the practical work. 

All in all, the Year 10 Drama course is challenging, hugely satisfying and lots of fun. It will give you a strong indication of what to expect at senior level and whether or not the subject suits you. 

Learning Opportunities

In this course you will need to:

Explore this content:

• Personal confidence.

• Use of space.

• Collaborative group skills.

• The importance of observation.

• Creativity.

• Group focus.

• Flexibility.

• Improvisation.

• Leadership.

• Script writing.

• Initiative.

• Rehearsal.

• Productivity.

• Technical production.

• Social skills.

• Performance.

• Physical, emotional and behavioural self-awareness.

• Listening and speaking skills.

• Individual and collective responsibility.

• Self discipline.

• Technical understanding.

Learn what it means to be enterprising! Start by exploring the world of entrepreneurship and what it takes to become successful. Look at a number of entrepreneurs who have made it and investigate some who haven’t. Take the opportunity to interview a local entrepreneur and learn about their journey in the business world.

Participate in team challenges and practice the skills necessary to be successful in business - product creation, researching the market, financial record keeping, marketing strategy and managing risk.  Take responsibility for your own business venture while the teacher acts as facilitator and guide.

Launch your product at the “WGHS Dragons’ Den” where financial risk and return are all part of the valuable learning experience.

Learning Opportunities

In this course you will need to:

• Creative thinking to see opportunities and innovate.

• Discover enterprising characteristics.

• Collaboration with students who bring different strengths and abilities to build the business.

• Add value to resources so they can be used to create income and/or benefit our community.

• Management of  resources including time, money and people.

• Business planning.

• Making decisions and solving team challenges.

• Organise and run a business.

• Presenting a marketing pitch and making sales.

• Create a brand identity and market a product.

• Evaluate business project and distribute funds.

In Food and Nutrition students will build on food safety, cookery skills and nutritional knowledge by applying information to written and practical scenarios. The students will discover influences, similarities and differences between a variety of cuisines from around the world.

Learning Opportunities

In this course you will need to:

• Practical cookery skills - food safety, knife skills with a range of cookery techniques and methods.

• Nutrition- key nutrients and how they are used by the body. Applying this information to make positive food choices to enhance Hauora.

• Interpersonal skills - collaborate in pairs and groups to develop effective communication skills while maintaining a positive attitude.

• Explore cultural influences on food. Where does food come from and why?

• Academic application- read, write and research in order to demonstrate understanding of key nutrition, Hauora, recipes, cultural influences and event organisation.

• Food safety- demonstrate knowledge by creating safe dishes

• Time management- Use time well to structure projects and practical events to achieve successful outcomes.

Other information:

Year 10 classes have 2 practical classes per timetable cycle.

In 10 French students learn to communicate in spoken and written French about everyday aspects of their lives. Key topics include using numbers (up to the millions), dates, time, talking about themselves, describing people both physically and emotionally, and ordering food at a restaurant. Students develop their communication skills by working collaboratively in pairs and small groups. They also use technology and information to support their learning. As they begin to understand that language reflects a way of thinking, students develop cross-cultural awareness and gain insight into the cultures of the French-speaking world.

Learning Opportunities

In this course you will need to:

• Communication skills - How to speak, listen, read and write in simple French.

• Numbers: from 0 up to the millions to talk about dates, times and money.

• Information Use skills - How to choose which words best suit your communication goal.

• Introducing yourself: name, last name, where are you from, where do you live, your address, your phone number, your email, your age and your birthday.

• Technology Use skills - How to use digital tools to help your language learning.

• Describe people: what do they look like? How are their personalities?

• Systems thinking skills - Notice the patterns in the language and how the different way of expressing ideas reflects a different cultural viewpoint.

• Order food at a restaurant: interact with at a restaurant and order food, drinks, ask for a table/reservation, ask for the bill, etc.

In Year 10 History we explore the messy world of England and Wales in the Middle Ages. Were the medieval peasants really that dirty? Why did so many children not survive? How cruel were punishments for lawbreakers and was it really only men who could rule? How similar was the Black Death to covid and how did the medieval world try (and fail) to cope? Were fairies real? Find out all this and more in our two term course where students' preferences help decide the topics taught.

Learning Opportunities

In this course you will need to:

• Critical thinking - using logic, interpreting information to create understanding, comparing the past to the present.

• Women and children - the “invisible” people, what were their lives like?

• Information literacy - identifying fact and opinion, making judgements about the quality of information, assessing the reliability of different sources of information such as websites.

• Knights and wars - the cult of the warrior and the code of honour.

• Communication skills - communicating effectively in a variety of formats: for example in small group and full class discussions; written work; visual formats.

• Castles and campaigns.

• Medieval art and music.

• The Black Death - the nightmare plague that raged through Europe.

• Fairies, elves and witches - the superstitious beliefs of Medieval times.

• Robin Hood - a real life hero or a thug?

• Food - how to cook Medieval style.

• Hygiene - how dirty were they really?

• Medicine - strange potions and deadly doctors.

In Year 10 Māori Studies, students will further their insights into Tikanga. Tikanga has been evolving for thousands of years – refined and handed down through the generations. This programme passes on a broad range of Māori knowledge, allowing you to appreciate the depth and beauty of Māori beliefs and values to ensure tikanga practices are nurtured, maintained and embraced for generations to come.

Learning Opportunities

In this course you will need to:

• Develop an understanding of Te Ao Māori through a Māori  worldview lens.

• Māori protocols and practices.

• Develop basic protocols of the pōwhiri (welcoming) process within our school.

• Tangihanga (funerals).

• Learning basic mihimihi.

• Respectful relationships.

• Enhance your understanding by way of waiata (song) and karakia (recitation).

• Rongoā Māori (traditional remedies).

• Leadership roles within Te Ao Māori.

• Māra Kai (gardening).

• Atuatanga - what roles do our atua play in the powhiri process?

• Mihimihi - Learning mihi structures and waiata to tautoko their mihi.

• Te Tiriti o Waitangi - Learning about why our tūpuna signed the treaty.

Enhance your financial capability, learn how to manage your money and create wealth. In this course, students will learn about ethical consumerism, conduct product testing and investigate how they are covered under Consumer Law. They will learn how to budget in a flatting situation and save for long-term and short-term goals. They will calculate simple and compounding interest while investigating various saving and borrowing options. They will learn to recognise good and bad debt, dabble in virtual investments and learn how to convert currency for overseas purchases and planning their dream holiday abroad.

Learning Opportunities

In this course you will need to:

• Calculating interest on savings and borrowing options.

• How to be a consumer and be ethical.

• Balancing a budget.

• What is involved in going flatting and what financial decisions need to be made?

• Converting currencies.

• Consumer Guarantees Act, Fair Trading Act and taking a case to the disputes tribunal.

• Conducting research.

• Investigate savings and borrowing options.

• Creating tables and graphs.

• Learn about investing for the future.

• Interpreting information and drawing conclusions to make balanced financial decisions.

• Convert $NZ into overseas currency.

Throughout this course students will further develop their instrumental and musicianship skills both as a whole class and in smaller groups. Students will perform pieces of music as part of a group, present a short research project and they will be introduced to music technology and sound recording. There will be an opportunity to learn an instrument by taking lessons on one of the following instruments: Guitar/Bass, Piano, Vocals, Drums, Strings, Winds.

IMPORTANT: THIS IS A PERFORMING ARTS COURSE. STUDENTS ARE EXPECTED TO PERFORM IN FRONT OF AN AUDIENCE ON A CHOSEN INSTRUMENT

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Learn to play an instrument as part of a group.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process.

• Rehearse pieces to present to an audience.

• Information use - understand and interpret musical scores and notation to be realised in a performance on a chosen instrument.

• Reflect on the rehearsal and performance process.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a performance context.

• Use music technology to create a piece of music.

The half year, Year 10 Outdoor Education programme provides students with engaging, hands-on experiences that support their physical, social, and emotional development. Aligned with Level 5 of the New Zealand Curriculum, the course emphasises personal growth, leadership, teamwork, and a deeper understanding of self and others through outdoor and adventure-based learning.

Throughout the course, students will participate in a variety of activities including camping, rock climbing, team-building challenges, and other outdoor pursuits. These experiences are designed to develop interpersonal skills, foster quality relationships, and build confidence and resilience in diverse environments.

This course involves two 1-day trips and a 2-day overnight camping experience. By selecting Outdoor Education, it is expected that students will participate in these out of school events.

Learning Opportunities

In this course you will need to:

• Interpersonal Skills- Participate in cooperative groups, contribute fairly to the task, communicate effectively and show respect to others.

• Developing skills for effective teams through adventure based learning activities. Communication, cooperation and conflict resolution.

• Leadership - Participate as team leaders or effective team members in project assignments and organise work to meet goals and team roles.

• Our Ngahere: Understanding of our forest environment, skills for navigation, tramping, bush survival, investigating and implementing kaitiakitanga.

• Developing a growth mindset - Participate in challenging outdoor activities with a positive mindset and overcoming personal difficulties.

• Safe participation: Understanding of risk management and development of safe behaviours and skills for a range of outdoor activities.

• Movement skills in a range of contexts - Demonstrate movement in rock climbing, tramping and team building activities.

• Campcraft and Water-based activities: Understand and demonstrate the requirements of successful camping trips and water-based activities. 

Other Information: 

Students who want to participate in the Duke of Edinburgh Bronze Award can register for the award and skills learned in Outdoor Education can contribute to Adventurous Journey Training.

‘O le tagata ma lona aiga, o la tagata ma lona faasinomaga’: Every person has a family, every person has an identity.

Celebrate Pasifika cultures. Move your body. Tell your story.

This course honours the diverse cultures of the Pacific by exploring traditional and contemporary Pasifika dance forms, histories, and worldviews. Students will learn about the migration journeys of Pacific peoples, explore their values and identity through tattoo, art, geography, music and movement, and develop an appreciation for the powerful role of performance in storytelling and cultural preservation.

Who is this course for?

This course is for Year 10 students especially for those with an interest in dance, culture and creative expression.

Learning Opportunities

In this course you will need to:

• Dance and Performance confidence.

• Mastering movement, exploring how movement communicates ideas and emotions and presenting dances in small groups.

• Cultural understanding.

• Understanding the significance of traditions. Looking at differences and similarities across Pacific nations.

• Relationship building.

• Connecting with others who share or are learning about Pacific backgrounds.

• Critical thinking.

• Learning about the Pacific region, mapping migration, interpreting tattoos, art, music and dance and investigating stories and customs.

• Creativity in communication.

• Designing your own cultural patterns in art, dance, storytelling or music.

• Self- awareness and cultural identity.

• Journaling your experience and participating in talanoa to share ideas.

• Participating in group activities to learn about cultural storytelling, create dance, costume, art and writing to grow pride, understanding and connection to your own and other Pacific cultures.

Focus Areas:

• Introduction to key Pacific nations (Sāmoa, Tonga, Cook Islands, Niue, Tokelau, Fiji, Tuvalu).
• Migration stories: movement across Moana-nui-a-Kiwa (The Great Ocean).
• Understanding tatau/tātatau and cultural markings: identity, family, genealogy.
• Dance focus: Traditional dance forms – basic steps, posture, group work.
• Learning a dance from one Pacific nation.

Get ready to explore New Zealand's vital Primary Industries! This course offers a practical introduction to the dairy industry, including an essential farm visit, and the poultry industry, where you'll take responsibility for incubating and raising chickens. We'll also investigate sheep farming and explore the qualities and uses of wool.  Expect to get your hands dirty in the school garden (māra kai), where we'll grow produce for the school community, incorporating tikanga into our sustainable practices. You'll also develop essential horticultural skills like cuttings, grafting, and pruning – preparing you for future opportunities in these crucial sectors.

Learning Opportunities

In this course you will need to:

• Understands teamwork and works with others.

• From pasture to plate, how we produce good quality milk on a farm, to the value added production of milk products.

• Manages resources.

• Tikanga around our māra kai.  

• Plan and organise.

• Garden to table, grow a range of produce for our local community, integrating horticultural skills into our learning.

This course explores Product and Design, focusing on developing creative and practical skills. Students work through the design process, applying their research to explore design ideas and ultimately create a quality final product. Students will learn about machine safety, set up and use, so that they are confident and capable in the workshop.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions, exploring creative existing solutions to enhance their own outcomes.

• Use the design process to work through a design brief.

• Critical thinking skills, being able to analyse, reason, solve problems, plan, organise and make sound decisions in their work.

• Develop competencies in workshop and machine safety. 

• Use workshop technologies in the design and manufacturing of a solution.

• Students will gain an understanding of angles, tolerances, measurement, scale, ergonomics and presentation skills.

• Use time management strategies to ensure students can manage resources, support and materials.

In 10 Spanish students learn to communicate in spoken and written Spanish about everyday aspects of their lives. Key topics include using numbers (up to the millions), dates, time, talking about themselves, describing people both physically and emotionally, and ordering food at a restaurant. Students develop their communication skills by working collaboratively in pairs and small groups. They also use technology and information to support their learning. As they begin to understand that language reflects a way of thinking, students develop cross-cultural awareness and gain insight into the cultures of the Spanish-speaking world.

Learning Opportunities

In this course you will need to:

• Communication skills - How to speak, listen, read and write in simple Spanish.

• Numbers: from 0 up to the millions to talk about dates, times and money.

• Information Use skills - How to choose which words best suit your communication goal.

• Introducing yourself: name, last name, where are you from, where do you live, your address, your phone number, your email, your age and your birthday.

• Technology Use skills - How to use digital tools to help your language learning.

• Describe people: what do they look like? How are their personalities?

• Systems thinking skills - Notice the patterns in the language and how the different way of expressing ideas reflects a different cultural viewpoint.

• Order food at a restaurant: interact at a restaurant and order food, drinks, ask for a table/reservation, ask for the bill, etc.

10 Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in the Māori language, culture and heritage through song and dance. In Year 10 students will learn the iwi anthems of Te Tai Tokerau. Iwi anthems are the waiata and haka we love to perform as people of Te Tai Tokerau. They reveal who we are as a tribe, where we’re from, and what is important to us. This course is suitable for all students, Māori and non-Māori who love to sing, dance, perform and want to learn more about the Māori culture.

Learning Opportunities

In this course you will need to:

• Māori Performing Arts.

• Mōteatea of the tribes of Te Tai Tokerau.

• Singing and Dance.

• Waiata Ngahau of the tribes of Te Tai Tokerau.

• History, tikanga and cultural practices of Te Tai Tokerau.

• Haka of the tribes Te Tai Tokerau.

• Whakawhanaungatanga - People and connectedness.

• History, tikanga and cultural practices of the tribes of Te Tai Tokerau.

In Year 10 Te Reo Māori, students will continue their pathway into ‘Te Reo Māori’. By the end of the year, students can cope with a variety of routine situations when talking to speakers of te reo Māori. They can use familiar language with some flexibility and pick up some new language from its context. They can read and write simple notes and short letters and fill out simple forms. They can also use and respond to language, including directions and requests, that is likely to occur in familiar Māori settings. They are becoming more confident in using a range of language learning strategies.

Please note that students in this course are required to learn and perform karakia, mihi, and waiata tautoko (as part of a group) in front of an audience.

Learning Opportunities

In this course you will need to:

• Engage in short personal conversations.

• Request, offer, accept and decline things, invitations and suggestions.

• Make plans with friends, face to face and by telephone.

• Communicate about plans for the immediate future.

• Initiate and sustain short conversations that involve polite social interactions, for example, declining invitations.

• Communicate about obligations and responsibilities.

• Give short prepared talks on familiar topics.

• Give and seek permission or agreement.

• Use generally appropriate pronunciation, stress, rhythm and intonation.

• Communicate about the quality, quantity and cost of things.

At the end of this course students will have a drawstring bag and sweatshirt they have designed, sewn and printed.

Students will develop skills and confidence in a range of applied textile design and construction techniques. 

Developing and extending existing skills, students will complete a skills based, functional project incorporating a complex print.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions. 

• Applied Design: Where students will do screen printing, block printing, applique, tie dye, machine embroidery and work with fabric in a creative way.

• Using Information - During the course students will work through the design process  and carry out detailed research
  and experimentation with fabrics and construction methods in order to make decisions about their final outcome.

• Leisurewear: Students develop their garment construction skills through making hoodies and other leisurewear garments.

• Technology use - Students will be able to use technology and  equipment, understanding the tools, components and processes.

In Year 10 Toi Māori, students will explore and investigate the cultural significance of Māori art forms in both traditional and contemporary settings. Students will continue to learn about the appropriate use of Māori designs, symbols and patterns, using a range of materials to create both 2D and 3D artworks.

The Year 10 Toi programme interweaves daily cultural practices such as taumata (Karakia/ngā kupu a ngā Tūpuna/mihimihi/Waiata) and fosters the values of whanaungatanga - others, whakaiti - humility and manaakitanga - respect.   

‘Kia whakatōmuri te haere ki mua’ to walk into the future our eyes must be fixed on the past.

Learning Opportunities

In this course you will need to:

• Tikanga when working in a Toi Māori space and when using different taonga/materials. (Uku/clay, harakeke/flax, rakau/wood)

• Elements of Māori Art and design from a Mātauranga Māori perspective (traditions).

• Practical skills to be able to create works of art.

• Develop an awareness of how their work reflects and transmits Māori ideas.

• 2D - drawing, painting, printmaking.

• How contemporary design expresses Māori ideas about the world.

• 3D - working with uku/clay, harakeke/muka, feathers, rakau/wood.

• Artist study investigation

The focus of this course is to process, report and analyse financial information for a business. Students will also analyse how well the business has performed and make recommendations on how to improve its performance in the future. They will learn how to evaluate the financial viability of a business, incorporating the business reason for being (Putake). Students will learn how to manipulate spreadsheets in order to prepare financial statements.

Learning Opportunities

In this course you will need to:

• Technology use - understand and use spreadsheets to classify/code, report and analyse financial information for a business.

• How to classify the trial balance into appropriate categories and prepare financial statements.

• Critical Thinking - interpret the report and analyse financial information for a business, and make recommendations.

• How to  identify and explain trends and make justified recommendations in order to improve results.

• Communication skills - analyse a business’ performance.

• How to evaluate an organisation OR in-class scenario to assess the survival of the business into the future. Putake (reason for being) will form part of the assessment.

• Information use - develop understanding and describe actions to sustain business viability.

• Information use - develop a personal budget, including monitoring progress.

This course will develop students' ability to use a wide range of wet and dry media from observation and beyond. Students' best work will be presented in a ‘mini portfolio’ and then extended into the design of a Snowboard, Skateboard or Surfboard Deck. Students will develop all of their own imagery based on the theme of the Urban Environment. Traditional and digital illustration techniques will be taught, then students will have the freedom to apply their most successful way of working to all of their final works.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to think of alternative solutions, use your own art-making experience to inform your next steps, use colour with flair, re-interpret imagery in your own way and apply media in diverse ways.

• "Urban Environment" You will develop your own subject matter and ideas relating to this overarching topic by visiting sites of interest in Whangārei and accessing online source material.

• Decision Making: You will focus on your favourite art-making style, select artist models that inspire you and make decisions about media, composition and technique.

• Pencil, charcoal, pen, ink, watercolour paint, acrylic paint, mixed media, digital: Waycom.

• Time Management: Use time management skills to meet deadlines.

• Mini Portfolio: Display of research and ideas along with a selection of your best work.

• Visual Literacy: Use images to describe and express your ideas. Your work will relate to your own interpretation of the set theme.

• Skate/Snow/Surf Board Design: Using your favourite way of working, design in a board design that incorporates combines a range of imagery.

This course is designed for students who are interested in using their smartphone and have some experience using digital SLR cameras to create interesting effects in their photographs. Capture light and shadows in interesting ways and show your unique perspective on the world. Students will capture imagery in the school environment and the specialist studio space and edit using Adobe Photoshop to create high-quality, eye-catching, current Photography. Initial focus will be on using camera settings to explore focus, angle of view, shutter speed and lighting.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing photographers, test and experiment with a wide range of camera functions, lighting and editing techniques.

• You will select your own props to photograph within the specialist studio space.

• Decision Making: You will explore conventions of the photographic process, associated language and terminology and apply them to make decisions to inform the development of your own photographic practice.

• Learn about how your photos relate to each other and communicate your kaupapa.

• Digital Literacy: Use Adobe Photography programmes to edit, create multiple image constructions and record your ideas. 

• Depth of Field, Shutter Speed, Lighting and Multiple Image construction.

• Collaboration: Develop your collaboration skills as you work together to complete photoshoots. Learn to work with a model and assistants as you capture your imagery. 

• Explore a range of lighting gear to take your photography to the next level! 

• Work with a crew of your classmates to manage your model, props, lights and backdrops. 

Students will respond to the environment of Whangarei Heads. Students will focus on subject matter within their own world. Students will be able to readily test media and develop skills when using a variety of different art-making techniques. Explore a sub-theme relating to either identity or environment and creatively develop their ideas with an understanding of contemporary art practice.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to think of alternative solutions, use your own art-making experience to inform your next steps, use media with flair, re-interpret imagery in your own way, and apply media in diverse ways.

• Drawing, Etching, Watercolour, Cyanotype, acrylic paint, collage, Photo manipulation.

• Decision Making: You will focus on extending your media knowledge, select artist models that extend your learning and make decisions about media, scale and technique.

• Finished final work, along with your documentation of research, ideas and process in a workbook.

• Interpersonal Skills: You may work with others to develop your ideas and work together to achieve a final outcome.

• Visual Literacy: Use images to describe and express your ideas. Your work will relate to your own interpretation of the set theme.

Are you interested in advertising, business and art?  Then Art Design is the course for you. Use your interest in illustration, digital drawing and ‘hands-on’ techniques to create eye-catching design solutions that can be found in the real world. Students will develop an understanding of how to use the Adobe Creative Suite. The initial focus will be on using the ‘design process’ to develop an understanding of design imagery, then students will apply this knowledge to create their own designs, including publication, moving and image elements. Students will produce work using a theme reflecting their own personal interests, hobbies or whānau.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to develop a range of ideas, draw inspiration from the world around you, listen to feedback from others and use this to inform your own ideas.

• Illustration (drawing, waycom, painting, printing)

• Decision Making: You will use the ‘design process’ to develop ideas and make decisions about successful design solutions.

• Adobe Photoshop for image-manipulation.

• Digital Literacy: Use digital design tools to complete your finished publication: Google Suite and Adobe Creative Suite.

• Exploration of layout and book design elements: Type and Image (front cover, printing specifications, double page spread). Students will complete a high quality finished publication of their choice along with a digital workbook documenting their research, ideas and process.

• Visual Literacy: In responding to a design brief, you will need to consider how your work is received by others and understand how to convey your ideas to others through your choice of design elements.

• Packaging Design: Graphic elements on a 3D form (logo, pattern and type). Students will create a finished product and product photoshoot to complete that can be used as a part of social media advertising campaign.

• Moving Image Elements: . Students will learn to make elements of their design move for an advanced outcome.

Step into the world of ancient Greece and discover how myths, love stories, and legends reveal the roles and expectations of men and women. In Behind the Veil, we’ll explore the cultural values behind myths of love, revenge, loyalty, and betrayal. From powerful gods to rebellious teenagers and tragic lovers, this course will help you uncover how the ancient Greeks understood gender - and how these ideas still echo in today’s world. You’ll learn to analyse ancient myths and social structures while developing critical thinking skills about identity, power, and society.

Learning Opportunities

In this course you will need to:

• Reading and writing - how to plan and write extended essays. Students will read selected texts from Greek plays and literature with the teacher and examine how the ideas and values of Ancient Greece are evident in the text. All assessments are written and it is strongly recommended that students are confident in their writing.

• Dive into the wild love life of Zeus to uncover how ancient myths reveal Greek ideas about masculinity, power, and the place of mortal women.

• Critical thinking - exploring ideas from ancient society and how these are reflected in modern society.

• Get swept up in tragic and passionate tales of love, loss, and longing, where gods and mortals alike face the dangers of desire and the limits of devotion.

• Communication skills - contributing to group and class discussions. Classics is a discussion based subject and students will learn through class and group discussions to develop their critical thinking of the content. Written communication is also important for success in this subject.

• Follow legendary heroes like Achilles, Hercules, Theseus, and Perseus to discover how their relationships, loyalties, and heartbreaks shaped their identities and legacies.

• Research skills - how to research credible information and integrate this into your written work. This is important for the assessments as well as class work.

• Meet powerful and complex women like Medea, Pandora, Antigone, and Penelope as you explore how the Greeks viewed women as either ideal role models - or dangerous rebels.

• Step into the world of Athens and Sparta to see how gender roles, rights, and expectations shaped everyday life in two rival Greek societies.

• Choose your favourite mythological couple and investigate what their story says about love, power, and the roles of men and women in the ancient world.

Rome Revealed takes you deep inside the social world of ancient Rome - where power ruled every part of life. From elite households to steamy bathhouses, from blood-soaked arenas to temple altars, you'll explore who held control, who didn’t, and how class, gender, and tradition shaped everyone’s place in society. You’ll investigate powerful Roman institutions like religion, the military, and public entertainment - uncovering how they united the empire, kept people in line, and reflected Roman values. Just like today’s fans pack stadiums or stream UFC fights, Romans filled arenas to watch brutal spectacles that blurred the lines between sport, fame, and control. Whether you're fascinated by gladiators, gods, or the gritty details of daily life, this course reveals the systems behind the spectacle - and how echoes of Roman power still shape what we watch and who we celebrate today.

Learning Opportunities

In this course you will need to:

• Reading and writing - how to plan and write extended essays. All assessments are written and it is strongly recommended that students are confident in their writing. 

• Power, Privilege, and People: Inside Roman Society - Ever wondered what made Roman society tick? In this topic, you'll uncover who had the power - and who didn’t. From senators to slaves, children to citizens, you’ll explore the rules, roles, and realities that shaped people’s lives in ancient Rome. Learn how class, law, and tradition controlled every part of Roman identity - and why some people were born to rule while others were born to obey.

• Critical thinking - exploring social structures from an ancient society and how these were maintained and challenged.  

• Home Truths: Life in a Roman Villa - Step into the Roman household and get to know the real drama of ancient family life. Who was in charge? Who had no say? Meet the domineering paterfamilias, obedient wives, hardworking slaves, and privileged sons - all living under one roof. You’ll uncover how gender, class, and family honour created a strict (and sometimes brutal) social order behind closed doors.

• Communication skills - contributing to group and class discussions. Classics is a discussion based subject and students will learn through class and group discussions to develop their critical thinking of the content. Written communication is also important for success in this subject. 

• Blood in the Arena: Gladiators and Roman Entertainment - Step into the roar of the Colosseum and experience the savage spectacle of Roman bloodsports. You’ll dive deep into the world of gladiators - heroes to some, slaves to most - and explore what these brutal shows reveal about Roman values, control, and entertainment. Just as fans today pack stadiums or stream MMA and boxing to watch modern fighters clash, Romans flocked to arenas to see violence, skill, and spectacle. Who fought, who watched, and what did it all really mean?

• Research Skills - how to research credible information and integrate this into your written work. This is important for the assessments as well as class work. 

• Gods, Games, and Glory: Institutions That Shaped Rome - What united Romans from all walks of life? - Religion, the arena, and the army. Discover how the gods were worshipped from home altars to grand temples, how violent games kept the crowd entertained (and under control), and how the military built - and held - the empire. These institutions were more than traditions: they were tools of power and identity.

• Bathhouses: Rome’s Social Melting Pot? - Welcome to the Roman bathhouse - where the rules of society might just have slipped away. Or did they? In this topic, you’ll explore whether these steamy, lively public spaces were truly places of freedom and equality… or whether Rome’s deep divides followed people even into the hot pools. Expect gossip, luxury, and maybe even scandal.

This course gives students the opportunity to explore a variety of digital technologies before choosing one to develop as a major project. In the first part of the course, students will learn how different types of digital outcomes are created, including visual novels, game art, 3D modelling, and websites. Students who are interested in programming may choose to focus on this, supported by online modules and in-class challenges. In the second part of the course, students will have creative freedom to design a concept and build it into a completed outcome. They will follow the design process from concept through to testing and evaluation.

Learning Opportunities

In this course you will need to:

• Digital technologies: develop confidence and skills using a range of digital tools and processes.

• A project of your choice: Choose from game design, character art, coding, interactive fiction, 3D modelling, animation, or programming.

• Creative thinking: use imagination to develop original ideas and outcomes.

• Learn relevant conventions and techniques: Gain an understanding of the tools and practices suited to your chosen project.

• Design Process: Explore options, develop concepts, test and evaluate ideas and outcomes.

• Software applications may include: Photoshop, Krita, Procreate, Twine, Godot, Scratch, Ren’py, Blender, html & css, any other suitable apps of your choice.

• User considerations: Consider users or audiences and design with their needs in mind.

• Computational Thinking: Apply problem-solving to code, test, and debug programs.

In this course students will explore a variety of dance styles through practical and research tasks.  This course will develop your collaborative skills, and the skills to overcome challenges as you create your own choreography, technique, and dance knowledge.  At times, students will be working in groups to produce choreography and performance pieces. At the end of the  semester students will have an opportunity to perform in front of friends and family in our Dance Concerts. This involves lighting and costume rehearsals in our purpose built Dance Theatre.

Students wanting to take a full year of Dance will need to choose the  Year 11  Delve Deeper Dance course as well as this Dance Essentials course. 

Learning Opportunities

In this course you will need to:

• Team work 

• Choreography - creating movement sequences to a brief.

• Communication

• Technique - Understanding specific body placement, including flexibility, strength and fitness.

• Collaboration

• Ensemble skills - having an awareness of yourself in relation to others and within a space.

• Resilience

• Perform in front of audiences.

• Literary skills (writing and research)

• Analysis of a variety of dance genres/styles.

This course is designed for students wanting to expand the knowledge gained in the Dance Essentials course in the first semester, by further developing your  technique, performance, and choreographic skills through a collaborative process.  You will be provided with opportunities to teach others and explore a wider range of dance genres, cultural and current dance styles.  A requirement of this course is to produce choreography from  a variety of stimuli, in a variety of pairs, and groups, and even co-construct a class piece for performance.  You will develop your critical thinking skills as you learn to analyse a wide variety of professional dance works and research your personal interest areas in dance.  Using a written and digital portfolio you will reflect on personal and professional choreographic techniques.. At the end of the semester the students have an opportunity to perform in front of friends and family in our Dance Concerts. Students wanting to take this course must also choose the Dance Essentials course ( this means you will have a full year of Dance )

Learning Opportunities

In this course you will need to:

• Team work 

• Choreography - creating movement sequences to express personal and cultural ideas.

• Communication

• Exploring a range of genres and using your own favourite styles to create choreography and performances pieces.

• Collaboration

• Performance skills - learn dances, refine techniques, rehearse to develop performance qualities including confidence, facial expressions and energy to entertain an audience.

• Resilience

• Analysis of a variety of dance genres/styles including New Zealand and overseas choreographers.

• Literary skills (writing and research)

Students work through the design process to solve an architectural design brief. They will explore design history and visual communication methods to create quality outcomes for an audience. 

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions and display divergent thinking. This can be seen in the presentation of spatial solutions.

• Explore architecture - looking at interior, exterior and landscape design.

• Communication - Develop presentation skills using a variety of media - rendering chalk, rapid markers, the Adobe Suite, Homebyme, Sketchup, digital and physical modelling.

• Work with a design brief and site, looking at where the sun rises and sets, etc.

• Using information - Use the design process to develop ideas, learning about ergonomics, scale, materials and construction.

• Research famous architects from NZ and abroad.

• Tiny homes, container architecture, tree houses, 3D modelling.

• Careers Pathways.

Students work through the design process to solve a range of product design briefs. 

They will explore design thinking and production methods to create quality outcomes. 

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions and display divergent thinking. This can be seen in presentation of product design briefs.

• Explore Product design, looking at design and production techniques.

• Communication - Develop presentation skills using a variety of media - rapid markers, the Adobe Suite, modelling and prototyping.

• Work with a design brief and potential clients, exploring constraints and opportunities relevant to their needs.

• Using information - Use the design process to develop ideas, learning about ergonomics, scale, materials and construction.

• Jewellery, furniture, sustainability, upcycling, printing, laser cutting and resin and casting.

• Careers Pathways.

In this full year course, students will experience TWO main units of work: 

• Devising a Scene to Realise an Intention 
• Perform An Acting Role In A Scripted Production (Note: There is a possibility of a public performance of this production which would require all students to be willing and able to rehearse outside of normal school hours)

A third skills-based, practical aspect of Drama, applying Drama Techniques in a dramatic context, will be incorporated into the above units. 

Also incorporated into the course, is the academic analysis of drama texts and drama creation. 

It is intended that this structure will fully prepare Year 11 students for the challenges of Level 2 and Level 3 NCEA Drama in Years 12 and 13. 

Learning Opportunities

In this course you will need to:

• Creativity

• Drama creation

• Personal confidence

• Text

• Collaborative group skills

• Local stories

• Physical, emotional and behavioural self-awareness

• Rehearsal leading to participation in a performance of a major production

• Listening and speaking skills

• Devising

• Individual and collective responsibility

• Improvisation

• Self discipline

• Structuring for narrative

• Critical thinking

• Flexibility

• Social skills

In Early Childhood Development, students prepare for the responsibilities and tasks of a babysitter. They will develop their abilities in performing the care practices required for young children from infants to school age. They will investigate how babies and young children develop and what can affect their development (including foetal) and their health. Students will create a resource of benefit to new mums and bubs.

Learning Opportunities

In this course you will need to:

• Care Practice skills- bathing, nappy changing, feeding.

• Explore the responsibilities of a babysitter and tasks you need to perform.

• Collaborative group skills.

• Caring for young children infant to school age- examine their basic needs.

• Adaptability, initiative and creativity in dealing with the changing needs of young children.

• Child Development and what can affect the development of a foetus and a young child.

• Basic First Aid.

• Childhood illnesses and diseases that can affect young children.

• Creativity in making a resource suitable either for a new mum to use or for bubs.

• Basic First aid for young children.

• Developing resources that are useful for new mums and suitable to be used for babies.

Dive into Year 11 Economics and explore how organisations make financial decisions. This course focuses on understanding decision-making in response to needs, issues, or opportunities. You'll learn to evaluate different purchasing options for business items such as a vehicle using financial tools.

A key part of the course is considering an organisation's purpose (pūtake) and the views of its stakeholders. You'll explore different types of organisations, including whānau, hapū, iwi, clubs, charities, and businesses.

The course also introduces fundamental economic ideas, such as demand (buyer behaviour) and supply (seller behaviour), and how they interact in a market.

Learning Opportunities

In this course you will need to:

• Apply critical thinking to analyse and communicate financial and economic ideas.

• Understand different types of organisations (e.g., whānau, hapū, iwi, clubs, charities, businesses), their reason for being (pūtake), and how needs, issues, or opportunities prompt financial decisions.

• Interpret information, including financial data and models, to draw reasoned conclusions.

• Explore options available to organisations and learn to use financial tools (such as SWOT, budgets, cost-benefit analysis).

• Understand and evaluate decision-making processes, considering stakeholders and consequences.

• Stakeholders, Consequences, and Responses: Understand who stakeholders are (e.g., employees, customers, whānau).

• Utilise financial tools and economic concepts or models to support decision-making and understanding.

• Introduce fundamental economic ideas like demand (buyer behaviour) and supply (seller behaviour), and how they interact in a market.

In 11 English, students will explore their own identity and how this is shaped by their experiences, their whānau and the people and environment around them. They will delve into what it means to be a teenager in the 21st century in Aotearoa and students will be exposed to a range of (mostly) New Zealand literature in all its forms, reading and viewing texts to help develop their analytical skills. This course encourages students to think about texts as windows or mirrors. They will use critical thinking skills as they unpack and analyse the ideas within a range of texts. Students will explore different forms of writing and learn how to target particular audiences in an effective way. Students will also consider the power of words- how language is used to manipulate, persuade and educate us.

Learning Opportunities

In this course you will need to:

• Essay writing skills - how to independently write a structured essay that addresses a studied text.

• Read an extended text and learn the elements of a novel.

• Analytical skills - how to interpret texts and unpack the complex ideas within them.

• Use our understanding of these elements to write a literacy essay based on the literature that has been explored.

• Reading skills - read a range of text types, to build understanding and an appreciation of reading for pleasure.

• Make links and connections with society and the wider world around us.

• Literature and film analysis - looking between and beyond what is seen on the surface.

• Become familiar with different language techniques and styles so that writing will always fit the audience.

• Thinking about how and why language is used for a given purpose.

• Understand how consistent word choice and imagery can build mood and atmosphere.

• Develop written personal voice in a range of genres.

This full year course is designed for students who will benefit from a closely scaffolded approach to their senior English studies. Year 10 English teachers will speak to students who would benefit from choosing this option. Students will focus on the key skills of Reading and Writing, in particular. This course is intended to help prepare students for the Reading and Writing co-requisite assessments at the end of Term 2. Studies will follow a themes-based approach.

Learning Opportunities

In this course you will need to:

• Express ideas in writing for a variety of purposes and audiences.

• Storytelling in film, poetry, short stories and a novel.

• Read written texts for meaning, as well as for fun.

• Spelling, punctuation and paragraphing.

• Locate information to answer a question.

• Write poetry and/or lyrics.

• Fill in forms and write a CV.

• Research a self-selected topic.

Enterprise Business Builder focuses on idea generation and design thinking so there is time and opportunity to learn and practice innovative thinking techniques. Students will create their own brand of ice cream and tailor it to a specific target market. They will investigate marketing strategies and learn how to conduct market research and determine costs to create a pricing strategy.  Ultimately, students will have the opportunity to apply their business acumen to running their own food business at a WGHS Market Day.

Learning Opportunities

In this course you will need to:

• Thinking creatively, design thinking, and innovation techniques.

• Idea generation techniques and product development.

• Critical thinking including problem solving strategies and decision making approaches.

• Team challenges to create and innovate.

• Personal qualities of integrity, initiative and responsibility as well as interpersonal skills of teamwork, responding to customer need and respecting differences.

• Market segmentation and creating typical customer profiles. 

• Market Research and Marketing Strategy. 

• Business planning tools.

• Plan and carry out a business activity.

Yr 11 Food and Nutrition encourages students to explore key concepts of nutrition, Hauora and cultural influences that celebrate the diverse nature of our modern world. Students will gain a deeper understanding of New Zealand food culture and eating patterns so that comparisons can be made with other countries from around the globe. Lifelong cookery skills will also be developed using a variety of techniques along with interpersonal skills, time management and communication, while preparing different cuisines and flavours from around the world.

Learning Opportunities

In this course you will need to:

• Applied academic skills - research, interpret and demonstrate knowledge in a written report. 

• Develop understanding of nutrients and their function in the body.

• Critical thinking skills - compare, contrast and explain different cultural influences on eating patterns.

• Explore NZ food culture - attitudes, beliefs and practices that surround the production and consumption of food in NZ and their impact on Hauora.

• Interpersonal skills - collaborate and communicate effectively in theory and practical classes.

• Compare and contrast NZ eating patterns to different cultures and around the world.

• Practical cookery skills - develop confidence in a variety of cookery techniques, enhance knife skills and time management while preparing nutritious meals.

• Research and practice different cookery techniques.

Other information:

Year 11 classes have 2 practical classes per timetable cycle.

In 11 Beginners’ Practical French students will begin exploring the French language by learning to express ideas in the present, past, and future. They will develop the ability to describe and discuss aspects of their own lives, such as daily routines, family, school, home, memories, and future plans. Through engaging with a wide range of vocabulary and everyday expressions, students will build confidence in communicating their personal ideas and experiences in French.

Learning Opportunities

In this course you will need to:

• Communication skills - Learn how to read and write about experiences in the present, future and past in French

• Describe your own context in French – including your routine, family, school, hobbies and house.

• Information Use skills - Choose the most appropriate words and structures to achieve your communication goals, and organise them into authentic, accurate French sentences.

• Express personal opinions and preferences.

• Technology Use skills - Use digital tools to research, organise, and present your learning about French language and culture.

• Talk about your future plans.

• Systems thinking skills - Recognise and apply language patterns to improve your accuracy and fluency.

• Describe past events, such as a memory.

In 11 French NCEA Pathway, students will continue to strengthen their spoken and written communication skills in French. They will begin to explore language beyond the present tense, enabling them to express more complex ideas in both the past and future. Students will learn to describe and discuss topics related to their own lives, such as their daily routines, families, schools, homes, hobbies, memories, and future plans. Through exposure to a wider range of vocabulary and expressions across various everyday contexts, they will gain greater confidence in expressing personal ideas and experiences in French. Alongside language development, students will also deepen their cross-cultural understanding by exploring the close relationship between language and culture.

"It is highly encouraged to have taken year 10 French."

Learning Opportunities

In this course you will need to:

• Communication skills - Learn how to speak, listen, read, and write in increasingly complex French, including using the past and future tenses to express more detailed and personal ideas.

• Compare aspects of your life in New Zealand with life in French-speaking countries, expressing similarities and differences in French.

• Information Use skills - Choose the most appropriate words and structures to achieve your communication goals, and organise them into authentic, accurate French sentences.

• Describe and discuss your own context in French – including your routine, family, school, house and hobbies.

• Technology Use skills - Use digital tools to research, organise, and present your learning about French language and culture.

• Express personal opinions, preferences, and emotions.

• Systems thinking skills - Recognise and apply language patterns to improve your accuracy and fluency. Strengthen your understanding of how language and culture are connected.

• Talk about your future plans.

• Describe past events, such as holidays or meaningful experiences.

• Give instructions and advice in culturally appropriate ways.

Geography is the study of places and relationships between people and their environments.  Geographers are cross-curricular thinkers that seek to understand where things are found, why they are there and how they change over time. Geography is a Science based subject - with a human element.

Learning Opportunities

In this course you will need to:

• Collaboration - Students will work in groups at times.

• Geographic Skills -  including  local field work and research.

• Communication - Share thoughts and listen to others. To continue to develop both written and verbal communication skills.

• Online Digital Tools - such as Google Earth and virtual reality.

• Critical Thinking - To think critically about people’s differing perspectives in relation to Sustainable Environments and Geographic Issues.

• Understanding Sustainable Environments - Tourism at the Poor Knights including an optional one day field trip.

• Research Techniques

• Extreme Natural Events - Learn about earthquakes, volcanoes and tsunami.

This course will provide an opportunity to learn about human anatomy and physiology.  It is purely human and will provide a stepping stone to the Year 12 Health Science course, or you can just take it because you are fascinated by the human body and how it works.  We will cover the basic anatomy and physiology of all the body systems and will be led by your interests.

Learning Opportunities

In this course you will need to:

• Research skills.

• The basic structure and function of the following body systems:

1. Cells, tissues and organisation
2. The musculoskeletal system
3. The cardiovascular and respiratory systems
4. The nervous system
5. The Integumentary system
6. The lymphatic system
7. The endocrine system
8. The urinary and reproductive systems

• Collaboration.

• Critical thinking and deeper understanding.

• Understanding basic scientific knowledge that can be applied.

In Meaningful Connections students will develop and build on their interpersonal skills and learn how to apply these in healthy relationships. For example; effective communication, decision making, assertiveness and problem solving. Students will learn about the potential issues that surround intimate relationships and how to minimise potential risk. For example; safer sex practices (consent, contraception, STIs), health enhancing decision making and managing media influences.  

Learning Opportunities

In this course you will need to:

• Interpersonal skills - develop and build on interpersonal skills to use in relationships with others. 

• Understand the decision making model (what influences decision making, the consequences of various decisions and how to make health enhancing decisions to support wellbeing).

• Collaboration - develop collaborative skills through group challenges and tasks. 

• Interpersonal skills - students will develop their communication skills (assertiveness, listening, expressing opinions, decision making and problem solving) through practical and written activities.

• Communication - develop the ability to communicate effectively and assertively in a range of situations. 

• Learn about safer sex practices to promote positive sexuality (consent, contraception, sexual health services, positive communication and media influences).

• Critical thinking skills - exploring the bigger picture of current health issues.

• Health enhancing decision making skills.

Want to know how to improve your overall wellbeing to get the most out of life? Almost half of people in New Zealand will experience mental distress or illness in their lifetime. In the ‘Mental Health Matters’ course students will explore mental health issues in relation to themselves and others. Students will learn about and develop a range of strategies to enhance and strengthen all four dimensions of Hauora. Using the framework of Te Whare Tapa Wha and the Five Ways to Wellbeing actions, you will gain the knowledge and understanding of how to make these changes in your life.

Learning Opportunities

In this course you will need to:

• Written and oral communication skills.

• Students will explore Hauora and The Five Ways to Wellbeing as two key models of health used in NZ.

• Collaborative group skills - develop collaborative skills through group planning and implementation.

• Students will learn about resilience, risk and protective factors and how to manage and support their mental health through a range of practical strategies.

• Goal setting and self management.

• Students will participate and reflect on a range of strategies used to support mental health. For example; mindfulness, meditation, yoga, breath work, physical activity and more.

• Critical thinking - exploring the bigger picture of factors that influence your own health and how to deal with these.

This half year course focuses on the dark years of Germany 1933 to 1945. Explore how and why Austrian born Adolf Hitler so easily took power; how and why he tried to reshape Germany and why there was so little resistance. Explore how racial theories drove the Nazis to breed Aryan “superhumans” and to slaughter communities believed to be inferior, leading inevitably to a war that spread across the globe and deeply impacted us here in NZ. A key focus is the Holocaust- the Nazi attempt to destroy an entire people and the recent disturbing  trend of Holocaust denial.

Learning Opportunities

In this course you will need to:

• Critical thinking- using logic, interpreting information to create understanding, identifying patterns and trends.

• Why were the Germans and Hitler so resentful over their loss in WWI?

• Information literacy- identifying fact and opinion, making judgements about the quality of information, assessing the reliability of different sources of information such as websites.

• How did Hitler rise so quickly to power in the 1930s?

• Communication skills- communicating effectively in a variety of formats: for example in small group and full class discussions; written work; visual formats.

• How did Hitler impact how ordinary Germans lived?

• What were some of Hitler’s key ideas? 

• Why did Hitler start World War Two and why did NZ get involved?

• What role did Hitler’s racial theories play in how he ruled over Germany and the territories he conquered?

• What was the Holocaust and why is it important today?

• What impact did WWII have on New Zealand?

This half year course dives into the complex and dramatic history of the USA. We investigate the origins of much of America’s racial conflict as a legacy of centuries of brutal slavery; how racist laws and violence trapped southern Black Americans as second class citizens and how the protest and civil rights movement forced change. Learn about the powerful role of key individuals like Martin Luther King and Malcolm X as agents of change and discover NZ’s own form of racial segregation that needed to be challenged and eliminated.

Learning Opportunities

In this course you will need to:

• Critical thinking- using logic, interpreting information to create understanding, identifying patterns and trends.

• Racism is a feature of American life- how did the slave trade affect later generations of Black Americans?

• Information literacy- identifying fact and opinion, making judgements about the quality of information, assessing the reliability of different sources of information such as websites.

• Why did individuals and groups fight to end racist laws and how successful were they?

• Communication skills- communicating effectively in a variety of formats: for example in small group and full class discussions; written work; visual formats.

• How did racist groups like the KKK try to resist such change?

• Why did the civil rights movement become more radical in the 70s? How much impact did people like Malcolm X have on American society?

• What issues did Māori face in the second half of the twentieth century?

• What are some similarities and differences between race relations in the USA and in NZ?

• Why is there still so much racial turmoil in the modern US? Can today’s protesters learn from the past?

In 11 Hospitality students use applied academic skills to demonstrate knowledge about ingredients to form well balanced meals. Students will critically analyse creative ideas to develop skills in planning, organising and time management in order to present safe and original dishes.

Learning Opportunities

In this course you will need to:

• Creativity- use knowledge of cookery techniques and ingredients to design meals.

• Demonstrate food safety knowledge and practices.

• Critical thinking- analyse and apply knowledge to meal planning to fit a set criteria.

• Explore meal development.

• Applied academic skills- read and interpret information, write and change recipes, negotiate pros and cons to problem solve and meet success criteria.

• Apply seasonality philosophy.

• Resource management- manage time, ingredients, class wide collaboration, planning tools and internet research.

• Discover local NZ food producers and their impact on the local hospitality industry.

• Develop culinary skills in a range of cooker techniques.

• Demonstrate knife management and safety.

Other Information:

2 practical lessons per timetable cycle.

This course gives you a real look into how tikanga works in everyday life. You’ll learn through doing, like sharing local pūrākau, helping to prepare a hāngi, and taking part in a pōwhiri. Along the way, you’ll build confidence and understand how tikanga shapes the way we interact with others and the world around us. It’s a practical, down-to-earth course that helps you connect with your culture and use it in ways that make sense in your life today.

Learning Opportunities

In this course you will need to:

• Gain a deeper understanding of the reasons and values behind tikanga.

• Practice traditional ways to gather and prepare kai using tikanga.

• Build practical skills to apply tikanga confidently in everyday situations.

• Work as a team to cook and serve kai following tikanga and kawa.

• Develop knowledge of tikanga protocols and cultural practices through real experience.

• Take part in karakia and waiata during cultural gatherings.

• Play takaro Māori to experience Māori culture through movement and games.

This course allows students to develop their understanding across a broad range of mathematics and statistics. Students will solve problems relevant to life in Aotearoa and the Pacific and in mathematical contexts. Students will complete a statistical investigation using the PPDAC cycle and learn to interpret statistical information. Students who have not yet achieved the Numeracy co-requisite  will have the opportunity to prepare for the CAA in this course.

Learning Opportunities

In this course you will need to:

• Develop their ability to make meaning of mathematical and statistical symbols, equations, expressions, and graphs.

• Solve problems with right angled triangles using Pythagoras’ Theorem and Trigonometry.

• Explain working and reasoning when solving mathematical or statistical problems .

• Complete a Statistical Investigation using the PPDAC cycle for a multivariate data set.

• Interpret and communicate mathematical and statistical ideas for varied purposes including solving problems. 

• Develop their understanding of chance and how we can model situations involving probability.

• Use metric units to find perimeter, area and volume to solve measurement problems in context.

• Describe and create geometrical representations.  

• Use number skills to solve problems.

• Develop statistical literacy and interpret statistical reports.

This course allows students to develop their understanding across a broad range of mathematics and statistics. Students will solve problems relevant to life in Aotearoa and the Pacific and in mathematical contexts. Students will complete a statistical investigation using the PPDAC cycle. Students will develop their ability  to use algebra as a tool to generalise and reason.

Learning Opportunities

In this course you will need to:

• Develop your ability to make meaning of mathematical and statistical symbols, equations, expressions, and graphs.

• Develop your understanding of algebraic notation and expressions.

• Explain working and reasoning when solving mathematical or statistical problems .

• Manipulate algebraic expressions using shared norms.

• Interpret and communicate mathematical and statistical ideas for varied purposes including solving problems. 

• Solve problems using a set of linear equations, tables and graphs in a real world context.

• Solve problems involving quadratic equations and their graphical representations.

• Solve problems with right angled triangles using Pythagoras’ Theorem and Trigonometry.

• Complete a Statistical Investigation using the PPDAC cycle for a multivariate data set. 

• Develop their understanding of chance and how we can model situations involving probability.

• Uses metric units to find perimeter, area and volume to solve measurement problems in context.

• Describe and create geometrical representations.

• Use number skills to solve problems.

This is a year-long course and students will have the opportunity to prepare to sit the CAA in Term 2 as well as completing the 2 internal achievement standards.  This course is suitable for students who have not achieved the Numeracy co-requisite in Year 9 & 10. The work will be based on topics which connect to real life applications such as Food, Sport and Holidays.

Learning Opportunities

In this course you will need to:

• Use and analyse information.

• Uses metric conversions and simple calculations to solve measurement problems.

• Solve problems.

• Solve number problems with percentages, decimals and  simple fractions.

• Communicate solutions in context.

• Can interpret statistical information and graphs and communicate conclusions.

• Can interpret a graph involving simple relationships between quantities.

• Use a scale to determine distances and interpret directions.

• Understand various representations of 3D shapes.

Ready to get smart about your money and your future? Year 11 Money Smart is designed to help you develop the financial awareness needed to use money wisely and understand the future consequences of your financial choices.

This practical course looks at essential concepts like personal incomes, how they are earned, and understanding basic employment rights and contracts. We'll delve into the world of credit and debt, exploring what debt actually is, whether all debt is bad, and importantly, how you can manage your debt. We'll also look at credit providers – who provides credit to you or your whānau?

Money Smart also covers the benefits of saving and explores various investment options available to help increase personal wealth. You'll learn about options like KiwiSaver, shares, and property, understanding them in terms of risk, reward, and the length of time involved. The course also looks at insurance concepts.

Through studying Money Smart, you will develop valuable skills and explore key financial topics relevant to your life now and in the future.

Learning Opportunities

In this course you will need to:

• Practice making reasoned and rational financial decisions.

• Investigate what debt is and how to manage it effectively.

• Strengthen your ability to communicate financial ideas and opinions through critical thinking.

• Understand credit and the different types of credit providers.

• Build a basic understanding and interpretation of financial terms

• Explore various savings and investment options, including KiwiSaver, shares, and property.

• Gain practical experience by buying and selling shares in a virtual world.

• Understand how different saving and investment options provide future financial benefits.

• Examine insurance concepts.

• Look at personal incomes and basic employment rights.

In this course students will focus on learning how to create, edit and record music. Students will create a series of recordings of song arrangements, an original song, a remix or music for a motion picture. Students will learn to use a variety of software applications including Garageband, Audacity, Soundplant and Ableton Live. The course will be delivered through interactive workshops, group and individual work. Students are expected to present a portfolio of recordings to be presented to an audience throughout the course.

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Learn to rehearse and prepare music for recording.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process.

• Learn to record, edit and mix sound and music to create a recording.

• Information use - understand and interpret musical scores and notation to be realised.

• Reflect on the rehearsal and recording process.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a recording context.

• Develop music technology, sound editing and compositional skills for a variety of contexts.

In this course students will focus on gaining a deeper understanding of where styles and genres of music come from throughout histories and different cultures as well as a further understanding of the building blocks of music (ie: scales, chords, rhythm, texture and song structure) which can then be applied to songwriting, composition or interpreting scores and chord sheets of pieces of music in preparation for performance.

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Work in small groups to research and present on a historical/cultural/social aspect of music.

• Communication skills - develop listening, negotiation and interpersonal skills through analysing music and researching and presenting on music topics.

• Learn to read and write music for producing songs, compositions and better understanding pieces of music to prepare for performance.

• Information use - understand and interpret musical scores and notation.

• Critically reflect, think and engage in discussions about styles and genres of music.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a variety of cultural contexts.

In this course students will focus on performing on their instrument of choice. They will be expected to perform as a soloist and as a member of a group. There will be opportunities to perform in a variety of settings including class, end-of-term concerts, lunchtime concerts and outside of school. Students will be given class time to practise and will be given regular weekly lessons on an instrument of choice. IMPORTANT: THIS IS A PERFORMING ARTS COURSE. STUDENTS ARE EXPECTED TO PERFORM IN FRONT OF AN AUDIENCE ON A CHOSEN INSTRUMENT

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Learn to perform both as part of a group and solo.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process.

• Rehearse pieces to present to an audience.

• Information use - understand and interpret musical scores and notation to be realised in a performance on a chosen instrument.

• Reflect on the rehearsal and performance process.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a performance context.

• Develop instrumental technique to further your musicianship skills on a chosen instrument.

In this course students will focus on performing with their voice. There will be class time to practise and have individual or small group tuition. Students will prepare to present both solo and group performance pieces with their voice. There will be opportunities to perform in a variety of settings including class, end-of-term concerts, lunchtime concerts and outside of school. IMPORTANT: THIS IS A PERFORMING ARTS COURSE. STUDENTS ARE EXPECTED TO PERFORM IN FRONT OF AN AUDIENCE AS A SINGER OR RAPPER

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Learn to sing both as part of a group and solo.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process.

• Rehearse pieces to present to an audience.

• Information use - understand and interpret musical scores and notation to be realised in a performance on a chosen instrument.

• Reflect on the rehearsal and performance process.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a performance context.

• Develop vocal technique to further your musicianship skills as a singer.

The half year, Year 11 Outdoor Education offers students a dynamic, hands-on learning experience that supports key competencies and learning outcomes aligned with Level 6 of the New Zealand Curriculum. The course promotes physical, social, and personal development through a variety of outdoor and experiential learning activities, including camping, rock climbing, and adventure-based learning.

Students will engage in event planning and delivery, focusing on risk management and safety practices in outdoor settings. These experiences encourage the development of interpersonal skills, such as teamwork, communication, and leadership, while also fostering quality relationships and a deeper understanding of self and others.

Through reflective practice and collaborative learning, students are supported to make informed decisions, manage challenges, and develop confidence in unfamiliar environments..

The course encourages students to explore their personal identity and values in relation to others, linking strongly to a vision of developing confident, connected, actively involved lifelong learners.

This course involves 3 1-day trips and a 2-day overnight camping experience. By selecting Outdoor Education, it is expected that students will participate in these out of school events.

Learning Opportunities

In this course you will need to:

• Self management - developing strategies to manage self through challenging outdoor contexts and understanding impacts on participation.  This includes organisation, setting goals, seeking knowledge and motivation.

• Moana Unit: Sea kayaking/snorkelling/sailing, boating skills, investigating the marine environment, safety management and key ideas for kaitiakitanga. These activities will have a competency based assessment during EOTC trips that will involve managing self and showing care for the environment. Students will reflect on their actions and their impact on their own participation and our environments.

• Interpersonal Skills- participate in cooperative groups, contribute fairly to the task, communicate effectively and show respect to others.

• Ngahere & Rock Climbing Unit: Rock Climbing, Navigation and tramping skills with a focus on learning about safety management and working as a team in different environments. This includes tramping, camp craft, cooking and environmental care. Knowledge around our native flora and fauna and traditional uses. Students will learn about core bushcraft skills to build on in Levels 2 and 3 Outdoor Education.

• Leadership - participate as team leaders or effective team members in project assignments and organise work to meet goals and team roles.

• Kaitiakitanga: Environmental awareness and care will be incorporated into all trips and students will be required to demonstrate good environmental practices. Students will investigate Kaitiakitanga and follow Leave No Trace Principles during the course.

• Developing a growth mindset - participate in challenging outdoor activities with a positive mindset and overcoming personal difficulties.

• Movement and technical skills in a range of contexts - demonstrate skills in sea kayaking, coasteering, tramping and team building activities.

‘O le tagata ma lona aiga, o la tagata ma lona faasinomaga’: Every person has a family, every person has an identity.

Explore Pasifika heritage. Create a Performance. Express your story.

This course explores the richness, resilience and diversity of Pacific cultures through art, storytelling, history, and creative expression. Students will explore how Pacific peoples share identity, values, migration stories and contemporary issues through a range of cultural forms including tātatau (tattoo), visual art, dance, spoken word, and performance.

Students will connect with their own identities, learn about the geography and histories of Moana-nui-a-Kiwa (the Pacific Ocean), and create original works that express who they are and where they come from. Students can work through movement, art, spoken word, research, or digital storytelling to reflect their learning.

Learning Opportunities

In this course you will need to:

• Dance and Performance confidence.

• Explore Pacific design, tātatau, tapa, dance and song as cultural carriers.

• Cultural understanding.

• Create a project (e.g. art, short film, performance, or presentation) that tells a personal or cultural story.

• Relationship building.

• Examine real-world events such as the Dawn Raids or the Polynesian Panthers.

• Critical thinking.

• Explore the role of rangatahi (youth) in sustaining and reshaping cultural traditions.

• Creativity in communication.

• Research a cultural figure, event, or movement significant to Pacific people in NZ or the wider Moana.

• Self- awareness and cultural identity.

Opportunities:

Perform at or attend Auckland ASB Polyfest. Visit the University of Auckland or other universities to look at further education opportunities. Participate in workshops with external organisations. Attend performances in the local area and Auckland. Listen to guest speakers and watch guest performers.

In the Year 11 Sports Science course, students develop an in-depth understanding of what influences the body during movement. This includes biomechanical and physiological functioning. Students will learn about the science behind how their body moves/functions in physical settings and how to be more effective in their sport. Explore how an athlete becomes a better performer in their chosen sport/interest. This course is classroom based.

Learning Opportunities

In this course you will need to:

• Developing a growth mindset.

• Biophysical aspects that influence movement e.g. anatomy, biomechanics, exercise physiology, sports psychology, skill acquisition, nutrition.

• Collaboration.

• Socio-cultural aspects that influence movement e.g. whanau, hapu or iwi, accessibility, gender, racism and media.

• Analysis of body movements and functions.

• Te Ao Māori aspects that influence movement e.g. ways creation narratives, pūrākau, and values inform tikanga and participation in movement, the body and tapu, connection between movement and te taiao.

• Critical thinking.

• Students will explore sports science data, testing and analysis, injuries, technology and training methods.

This course is focused on an individual fitness and exercise programme. This may include a sports improvement programme or fitness programme. The lessons will be a mix of practical and classroom. This course would suit students who enjoy participating in individual programmes, being self motivated, being active, learning how to improve their fitness or an aspect of their own health.

Learning Opportunities

In this course you will need to:

• Interpersonal skills.

• Goal setting and sport psychology.

• Leadership.

• Wellbeing/Hauora.

• Developing a growth mindset.

• Performance improvement.

• Effective communication.

• Fitness Programmes.

• Collaboration.

• Principles of training.

• Citizenship.

• Methods of training.

• Self Management.

In this course, students develop understanding about interpersonal skills and apply them in a range of physical/practical contexts while working together with others. This is a practical course where they will be participating in a range of individual and team sports/games to be exposed to movement concepts/strategies and further their understanding on how their interpersonal skills can impact performance. They will also explore how movement and different activities can impact their wellbeing, through a model such as Te Whare Tapa Wha.

Learning Opportunities

In this course you will need to:

• Interpersonal skills.

• Interpersonal Skills; these are the skills needed to effectively work in a team/group to be successful e.g. effective communication.

• Leadership.

• Experience a range of sports/games to be more exposed to movement concepts/strategies.

• Developing a growth mindset. 

• Experience a range of sports/games to be more exposed to movement concepts.

• Effective communication.

• The impact of physical activity on wellbeing, through a model such as Te Whare Tapa Wha.

• Collaboration. 

• Citizenship. 

• Movement skills in a range of contexts.

You will learn about the varying aspects that make up a sport or physical activity whilst working very closely with community organisations.  This is a practical course that would suit students who enjoy learning about additional aspects of a sport or event, contributing, working with others and being involved in events to assist others.

Learning Opportunities

In this course you will need to:

• Working with community.

• This practical course will include: a range of physical activities, coaching, umpiring or officiating, interpersonal skills, leadership and event management, etc.

• Coaching.

• Umpiring.

• Officiating.

• Interpersonal skills.

• Leadership.

• Event management.

• This provides vital skills to organise a sporting event.

Other information:

Develop a CV of volunteer work and experiences as well as gaining some qualifications in umpiring/coaching, etc.  

This course dives into plant life processes within New Zealand's horticultural sector, teaching you to make informed decisions for their management. You'll discover why plant-based production is crucial to our economy and how managing plant life cycles boosts output and supports prosperity.

As part of this unit, students will gain practical skills vital for the primary sector, including wire knots (for trellising), setting up temporary electric fences (for pest control), preparing seed beds, planting seedlings, and safely using spray packs. 

We'll explore the importance and manipulation of life processes in primary production. A key focus is the impact of management practices on plant production, fostering sustainable and profitable horticulture. We'll then visit a range of horticultural sites to see these concepts in action.

Learning Opportunities

In this course you will need to:

• Working with others.

• The relevance of production to people and place, including how mātauranga Māori links people to production, and the influence of environmental, social, cultural, and economic factors.

• Self management in a safe environment.

• Importance and manipulation of life processes in primary production.

• Planning and organising.

• Practical skills related to primary industries

The ākonga will design unique projects while using the design process. They will learn how to use a wide range of tools and machines, both traditional and modern and develop an understanding of materials, construction methods, machine use, safety and computer programmes. Ākonga will construct a bespoke outcome to demonstrate their design knowledge and technical skill.

Learning Opportunities

In this course you will need to:

• Creativity - ākonga will create innovative design ideas/solutions, exploring creative existing solutions to enhance their own outcomes.

• Use the design process to work through a design brief.

• Critical thinking skills - being able to analyse, reason, solve problems, plan, organise, and make sound decisions in their work.

• Use digital technologies in the design & manufacturing of a solution - illustrator, Vcarve, sketchup.

• Use workshop technologies in the design & manufacturing of a solution.

• Develop competencies in workshop and machine safety.

• Ākonga will gain an understanding of angles, tolerances, measurement, grouping, wastage, costing, machine setup, xyz axis, scale, ergonomics, workshop safety, presentation skills.

• Use time management strategies to ensure students can manage resources, support and materials.

In this course, students will explore the diversity of life, ranging from single celled bacteria to more complex species.  They will investigate the life processes of microorganisms and the beneficial and harmful effects that they have on the human body. We consider DNA as the basis for genetic inheritance and how to track inheritance. Students investigate the source of variation and how variation can impact a population. Students will learn about gene technology and how scientists use this technology. This course aims to develop students’ research skills as they independently find and process information about disease in humans, and will build their ability to communicate effectively in written form as preparation for senior biology.

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations.

• The diversity of life: from bacteria to fungi, plants to animals - what are the links between these diverse life forms? How have they adapted to the challenges of life?

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• Different types of microorganisms (bacteria, fungi, viruses) and their way of life, including culturing samples.

• Research skills- independently finding and processing information to develop and share knowledge.

• Beneficial and harmful effects of microorganisms on the human body, including disease-causing pathogens.

• DNA as the universal code shared by all living things, exploring how traits are passed on in a species and how changes to DNA affect offspring.

• Use knowledge of genetics and advances in technology to identify genetic relationships through the use of gene tracking methodology.

In Year 11 Chemistry students will explore key chemistry concepts and reactions. This course will encourage student critical thinking and problem-solving within the practical context of chemical reactions and atomic structure and bonding. Students will also have the opportunity to sit and gain credits in a Level 2 Chemistry Internal assessment.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, interpret results, and carry out investigations.

• Atomic Structure and Bonding - the foundation of all chemical reactions.

• Critical thinking - making connections between core chemistry ideas and how these can be applied, understanding links between evidence and theory.

• Multiple types of chemical reactions will be explored and undertaken to understand how particles behave in different contexts. Including redox, acids and bases, solubility, and combustion reactions.

• Practical laboratory skills - understand how to undertake reactions safely in the laboratory and carry out experiments to collect data.

• Experimental Design - learning how to create and critique their own experiments.

In this course, students will investigate the formation and structure of the Earth, focusing on how plate tectonics shape the planet and lead to natural events such as earthquakes, volcanoes, and tsunamis.

Students will also explore the origins of the solar system and examine how astronomical bodies influence life on Earth. Topics include the causes of tides, the phases of the Moon, the seasons, eclipses, and the cycle of day and night.

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations.

• Explore how Earth was formed and how its surface continues to change over time due to plate tectonics.

• Reading & writing - how to interpret texts to build understanding and communicate this in written form..

• Understand how convection currents in the mantle drive the movement of tectonic plates, leading to earthquakes, volcanoes, and other natural hazards.

• Research skills- independently finding and processing information to develop and share knowledge.

• Learn how scientists monitor geological events and how communities can prepare for and respond to natural disasters.

• Discover how our solar system formed from the remnants of a dying star, and investigate the key stages in the formation of planets, moons, asteroids, and other celestial bodies.

• How the sun, moon, and other astronomical objects influence life on Earth through phenomena such as day and night, tides, seasons, eclipses, and solstices.

In this course, students will explore the key concept of biodiversity, with a particular focus on marine ecosystems. They will investigate different marine taxonomic groups and how these organisms have adapted to life in the ocean. Students will examine current threats to marine environments, such as overfishing and invasive species, and evaluate both local and global conservation strategies and management responses.

The second part of the course focuses on Education for Sustainability. Students will explore real-world environmental challenges and investigate how individual and collective actions can contribute to a more sustainable future. As part of this, they will complete an 8-week personal sustainability project, where they identify an aspect of their own lifestyle to change and reflect on how it can positively impact both the environment and their community.

This course is ideal for students who care about the natural world and want to make a meaningful difference.

Learning Opportunities

In this course you will need to:

• Planning and conducting scientific investigations.

• The diversity of marine plants and animals, and how they are adapted to their environment.

• Accurately recording, measuring, and analysing data.

• Major threats to marine ecosystems, including overfishing, pollution, and invasive species.

• Using research methods to explore real-world issues.

• Conservation strategies and marine protection initiatives, both local and global.

• Communicating findings through scientific reporting.

• Identify ways that individuals can take action to mitigate environmental harm.

• Thinking critically about evidence and arguments.

• The science behind climate change and why it's difficult to address.

• Evaluating sources and reflecting on learning.

• Real-life sustainability projects and initiatives that create positive environmental change.

• The environmental impact of human choices, and how individual actions contribute to a sustainable future.

Ako (Learn about):

• The science of microbiology in food processes and biotechnology, with a focus on fermentation.
• The cultural significance of food, highlighting Māori traditions such as the making of Rewana bread.
• The biology of the female body (wāhine), covering puberty, menstruation (waiwhero), fertility, hormones, pregnancy (hapū), menopause, and much more.

Matatau (Develop skills in):

• Effective study techniques and strategies for answering NCEA science questions.
• Clear communication of scientific ideas and concepts.
• Practical life skills related to understanding and caring for your own tinana (body).

Learning Opportunities

In this course you will need to:

• Collaborating effectively as part of a team.
  
  

• Kai production through microbiology, focusing on the roles of bacteria and fungi.

• Valuing and respecting individual differences and perspectives.

• The fermentation process used to create unique food products with specific qualities, including methods to prevent food spoilage and food poisoning.

• Building a positive attitude and strong sense of self-worth.

• Human biology covering reproductive anatomy, internal organs, the menstrual cycle, and the role of hormones, understanding what it means to be a wāhine.

• Finding, interpreting, analysing, and clearly communicating information.

• Body changes throughout life, including fertility, pregnancy (growing a pēpē), labour, and postnatal care for your tinana

This course covers fundamental physics ideas such as energy, forces, motion, waves and electricity. A key focus will be how physics explains energy in the world around us, from the energy associated with motion, position, electrical circuits,and heat. These fundamental physics concepts form major parts of our NCEA Level 2 and Level 3 physics courses. 

The study of energy helps students explain the nature of everyday objects and interactions and form predictions about their world. All interactions are the result of forces. We will explore some key forces and their effects on motion. An understanding of static and direct current (DC) electricity helps students see the sparks in everyday life and the circuits found in their homes and favourite gadgets. Learning about how waves behave helps students to understand the applications of physics in musical instruments, earth and space science, and medical imaging, to name a few. 

Through experimentation and investigation, students will delve deeper into some key physics ideas and present their understanding in a variety of ways. Students will also demonstrate their understanding through exam-style assessments aimed to prepare them for future physics courses. 

Learning Opportunities

In this course you will need to:

• Experimental investigation and analysis.

• Fundamental concepts of energy including:
  • Energy transfer and transformation.
  • The conservation of energy.
  • Different forms of energy: heat, electrical, and mechanical.

• Critical thinking and problem solving.

• Forces and motion, including:
  • The relationship between forces and movement.
  • Types of forces such as gravity, support forces, force pairs, and
    the difference between balanced and unbalanced forces.

• Mathematical reasoning and algebraic thinking.

• Electricity and the movement of electrical charge including:
  • Static electricity.
  • Direct current (DC) electricity.
  • Basic principles of electromagnetism.

• Physics exam technique.

• Waves as a means of energy transfer including:
  • Mechanical waves (e.g. sound).
  • Electromagnetic waves (e.g. light).
  • How waves travel through matter and through the vacuum of space.

• The application of physics in everyday life, including:
  • Technological innovations.
  • Naturally occurring physical phenomena.

In this course we dig into how manipulation, fear and belonging keep people trapped. We explore why people join cults, and why they can't leave? Then it's all about escape: why people run for their lives, and how the world helps - or shuts the door. We then think about how we can take action to help people in scary situations.

In 11 Social Studies, students explore current social issues and are encouraged to actively critique and participate in the world around them. This course focuses on people, rights, responsibilities and consequences of different interactions. It aims to develop students’ ability to think and write critically, to compare differing perspectives and to forge their own informed, knowledge based perspective.

We run two different courses in Year 11. You can choose either Course One or Course Two based on your interests - or, you might like to do both courses. This is a great subject for students thinking about going into law, journalism, United Nations, NGO and activism work, social work, politics & government or similar career choices. Senior Social Studies is an approved subject for University.

Learning Opportunities

In this course you will need to:

• Communication - communicating individual ideas and opinions relevant to differing contexts.

In Course One - Manipulation and Migration we will explore different ideological responses to social issues, and the different ways people respond to these issues. Contexts we will look at include:

• Cases of human rights abuses around the world, including those against asylum seekers and refugees. 
• How cults are created, why people join them and what damage they can do to individuals and communities.
• Social Action - How can everyday people participate in law making and changing? What can we do to make a difference to society?

• Information use - disseminating between fact and opinion, by using multiple sources of information.

• Critical thinking - evaluating the connections between evidence and ideas, identifying patterns and constructing knowledge.

• Creativity - exploring different solutions to the issues faced by individuals and groups in society.

In this course we start by unpacking fascism, looking at how extreme ideas, fear, and power can lead to dangerous obedience. Then we confront genocide: how entire groups are targeted and erased, and why the world so often stays silent. In this course you get to inquire into your own questions about these topics.

In 11 Social Studies, students explore current social issues and are encouraged to actively critique and participate in the world around them. This course focuses on people, rights, responsibilities and consequences of different interactions. It aims to develop students’ ability to think and write critically, to compare differing perspectives and to forge their own informed, knowledge based perspective.

We run two different courses in Year 11. You can choose either Course One or Course Two based on your interests - or, you might like to do both courses. This is a great subject for students thinking about going into law, journalism, United Nations, NGO and activism work, social work, politics & government or similar career choices. Senior Social Studies is an approved subject for University.

Learning Opportunities

In this course you will need to:

• Communication - communicating individual ideas and opinions relevant to differing contexts.

In Course Two - Exile and Extremism we will explore how different ideologies shape society. Students will get a chance to conduct their own inquiry into a social issue. Topics can be decided between the class and teacher. Examples include:

• Contemporary political or cultural conflicts.
• How we can participate in challenging and changing laws and societal norms.

• Information use - disseminating between fact and opinion, by using multiple sources of information.

• Critical thinking - evaluating the connections between evidence and ideas, identifying patterns and constructing knowledge.

• Creativity - exploring different solutions to the issues faced by individuals and groups in society.

In 11 Beginners’ Practical Spanish students will begin exploring the Spanish language by learning to express ideas in the present, past, and future. They will develop the ability to describe and discuss aspects of their own lives, such as daily routines, family, school, home, memories, and future plans. Through engaging with a wide range of vocabulary and everyday expressions, students will build confidence in communicating their personal ideas and experiences in Spanish.

Learning Opportunities

In this course you will need to:

• Communication skills - Learn how to read and write about experiences in the present, future and past in Spanish.

• Describe your own context in Spanish – including your routine, family, school, house and hobbies.

• Information Use skills - Choose the most appropriate words and structures to achieve your communication goals, and organise them into authentic, accurate Spanish sentences.

• Express personal opinions and preferences.

• Technology Use skills - Use digital tools to research, organise, and present your learning about Spanish language and culture.

• Talk about your future plans.

• Systems thinking skills - Recognise and apply language patterns to improve your accuracy and fluency.

• Describe past events, such as a memory.

In 11 Spanish NCEA Pathway, students will continue to strengthen their spoken and written communication skills in Spanish. They will begin to explore language beyond the present tense, enabling them to express more complex ideas in both the past and future. Students will learn to describe and discuss topics related to their own lives, such as their daily routines, families, schools, homes, hobbies, memories, and future plans. Through exposure to a wider range of vocabulary and expressions across various everyday contexts, they will gain greater confidence in expressing personal ideas and experiences in Spanish. Alongside language development, students will also deepen their cross-cultural understanding by exploring the close relationship between language and culture.

"It is highly encouraged to have taken year 10 Spanish"

Learning Opportunities

In this course you will need to:

• Communication skills - Learn how to speak, listen, read, and write in increasingly complex Spanish, including using the past and future tenses to express more detailed and personal ideas.

• Compare aspects of your life in New Zealand with life in Spanish-speaking countries, expressing similarities and differences in Spanish.

• Information Use skills - Choose the most appropriate words and structures to achieve your communication goals, and organise them into authentic, accurate Spanish sentences

• Describe and discuss your own context in Spanish – including your routine, family, school, house and hobbies.

• Technology Use skills - Use digital tools to research, organise, and present your learning about Spanish language and culture.

• Express personal opinions, preferences, and emotions.

• Systems thinking skills - Recognise and apply language patterns to improve your accuracy and fluency. Strengthen your understanding of how language and culture are connected.

• Talk about your future plans.

• Describe past events, such as holidays or meaningful experiences.

• Give instructions and advice in culturally appropriate ways.

Year 11 Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in the Māori language, culture and heritage through Māori Performing Arts. This course takes the class on a journey of exploration as they study the mythological and traditional origins and tikanga of performing arts, moteatea (traditional song), poi (ball dance), waiata a-ringa (action song), haka. Students will learn a performance bracket and a selection of ancient, historical and sacred classic tribal anthems.

Learning Opportunities

In this course you will need to:

• Analytic

• Analyse key features of Te Ao Haka.

• Listening

• Express an item from a Te Ao Haka discipline.

• Communication 

• Analyse categories within a Te Ao Haka.

• Performing

• Analyse elements within a Te Ao Haka performance.

• Increased Confidence

• Cultural Awareness

• Leadership

• Team Work

By the end of the year, students can converse with te reo Māori speakers in familiar social situations and cope with some less familiar ones. They can use basic Māori language patterns spontaneously. They show a willingness to experiment with new languages and to read independently. They can write short passages, personal letters, and simple formal letters in te reo Māori. Students are increasingly confident in using a range of strategies for learning te reo Māori and for communicating with others in predominantly Māori social contexts.

Please note that students in this course are required to learn and perform karakia, mihi, and waiata tautoko (as part of a group) in front of an audience.

Learning Opportunities

In this course you will need to:

• Understand specific details in contexts that may contain some unfamiliar language.

• Communicate about past activities and events.

• Distinguish between past and present actions and states.

• Communicate about present and past states, feelings and opinions.

• Use resources such as dictionaries and glossaries to experiment with new language and review writing for accuracy.

• Communicate about past habits and routines.

• Write information on familiar topics for a range of contexts, past and present.

• Describe, compare and contrast people, places and things.

• Use appropriate writing conventions.

• Write a range of text types for a range of purposes and audiences.

This course will explore the boundaries of the most creative end of the textile fashion industry. Inspired by avant garde fashion designers, students will follow the design process to develop an idea into reality. At the end of this course students will have designed and created a unique streetwear outcome that showcases their creativity.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions. 

• Traditional textile techniques - spinning, dying, weaving etc.

• Technological process which involves research, planning, time management, design, construction and a final evaluation which measures how well the solution meets the brief of the client.

• Handcrafted textile techniques - printing & embroidery.

• Technology use - students will be able to use technology and equipment, understanding the tools, components and systems.

• Contemporary textile techniques - modern digital printing techniques

• Time Management - Use time management strategies to ensure students can manage resources, support and materials.

• Product development - students will apply skills developed into fabric and then a garment

Students will grow their confidence working in the textile workshop and developing techniques to create quality textile projects. Led by students' personal interests, this practical course will cover the fundamentals of sewing and garment construction, including fabric and pattern selection, basic modification and construction techniques. Students end this course with a high quality garment they have made to fit them to take home.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions.

• Reverse engineering- working from a finished product they will observe, analyse and problem solve to make an exact replica of their starting product. This is a short project which gets students used to the workroom and to get them looking at how things are made and finished to inform their own practice.

• Technological process which involves research, planning, time management, design, construction and a final evaluation which measures how well the solution meets the brief of the client.

• Students will select their own commercial pattern to work from based on their skill level and aesthetic tastes. They will each learn the language / terms used in the instructions and follow them to make a well finished and functional outcome.

• Technology use - students will be able to use technology and equipment, understanding the tools, components and systems.

• Time Management - Use time management strategies to ensure students can manage resources, support and materials.

In Year 11 Toi Māori, students will gain a greater understanding of the significance of Māori art forms in both traditional and contemporary settings.  Students will continue to learn about the appropriate use of Māori designs, symbols and patterns, using a range of materials to create both 2D and 3D artworks.

The Year 11 Toi programme interweaves daily cultural practices such as taumata (Karakia/ngā kupu a ngā Tūpuna/mihimihi/Waiata) and fosters the values of whanaungatanga - others, whakaiti - humility and manaakitanga - respect.

‘Kia whakatōmuri te haere ki mua’ to walk into the future our eyes must be fixed on the past.

Learning Opportunities

In this course you will need to:

• Tikanga when working in a Toi Māori space and when using different taonga/materials (kokowai, rakau/wood).

• Elements of Māori Art and design from a Mātauranga māori perspective (traditions).

• Practical skills to be able to create works of art.

• Develop an awareness of how their work reflects and transmits Māori ideas.

• 2D - drawing, mural painting.

• How contemporary design expresses Māori ideas about the world.

• 3D - introduction to whakairo.

• Making and using kokowai (traditional pigments used for kōwhaiwhai).

• Identifying different whakarei with a focus on Ngāpuhi whakairo.

• Creating taonga pūoro/musical instruments from rākau/wood - pūrerehua and porotiti.

In Year 11 Tourism students will explore the tourism industry.  They will learn about the different tourist types, where they go and why.  They will also explore career pathways and work roles in the tourism industry and learn about industry expectations.  This is a half year course and is designed so that the students will feel confident to choose Level 2 Tourism.

Learning Opportunities

In this course you will need to:

• Interpersonal Skills – collaboration, self-directed learning, effective communication, and how to contribute positively.

• Popular Tourist Destinations – use google maps to showcase popular landmarks, attractions, and activities.

• Personal Qualities – self-responsibility, self-discipline and a willingness to learn.

• Event Design - plan an event that meets the needs of a ‘client’.

• Workplace Qualities – time management, to use a variety of sources to gain information, to use technology appropriately and to problem solve.

• Plan a Resort - design a resort that meets the needs of a particular tourist type.

• Mapping and Data Interpretation Skills

• Off on a ‘Famil’ - organise a dream holiday.

• Research Skills

• Wonders of the world - create marketing material.

This academy provides focused training on the industry standards and practical skills essential for a successful career in the primary industries. You'll gain hands-on experience in critical areas such as fence construction, safe operation of all-terrain vehicles (ATVs), light utility vehicles (LUVs), and tractors. The curriculum also covers crucial techniques for livestock handling and pest control.

Students will also complete vital Outdoor First Aid and Workplace Health & Safety certifications. This program equips you with the competencies and confidence needed for primary sector roles.

This course selection takes up two option lines, you are also required to select a 2ENG, 2PRI or 2ENT alongside this academy. 

Learning Opportunities

In this course you will need to:

• Manages resources such as time and materials.

• Practical skills relevant to the primary sector such as fence construction, pest control, tractors and ATV  

• Understands teamwork and works with others.

• Gain valuable workplace skills such as learners license, first aid and health and safety

• Practical skills relevant to working in the primary industries.

• Gain knowledge of a primary industry that suits the students pathway.

Unlock your potential in the vibrant hospitality industry with our Academy programme, leading to the New Zealand Certificate in Hospitality Level Two. This course will empower you with sought-after hospitality experience and all the essential skills required for a thriving career in cafes or bakeries. Beyond core hospitality training, you'll also gain vital First Aid and Workplace Health & Safety certificates. Our unique blended learning approach combines engaging in-school instruction with invaluable real-world workplace learning at NorthTec, ensuring you're fully prepared for your future career.

This course selection takes up two option lines, you are also required to select a 2ENG or 2ENT alongside this academy. As the unit standards overlap, students cannot select 2HOS alongside this academy. 

Learning Opportunities

In this course you will need to:

• Plan and organise your time to balance the NorthTec experience alongside your school responsibilities.

• Food handling skills in a range of contexts.

• Demonstrate professionalism by being an active listener and seeking clarification when required.

• Cafe and Bakery skills within a workplace context.

• Take initiative when in the workplace to make the most out of the opportunity.

• Barista and front of house service skills in a range of contexts.

This English course aims to provide learners with a senior level, literacy-rich course that is vocationally focused. This course is targeted at Level 2 students enrolled in either a within-school or external Academy-style programme. This course will be closely tied to set short courses in line with the foci of each Academy. 

Learning Opportunities

In this course you will need to:

• Employ critical information literacy to research a controversial topic.

• Self-selected online sources in an area of personal interest.

• Thinking about how and why language is used for a given purpose.

• Develop a portfolio of writing, thematically linked to texts.

• Develop written personal voice in a range of genres including creative memoir and report writing.

• Make links and connections with society and the wider world around us.

This course provides students with the opportunity to gain valuable hands-on experience in the workshop to complete a range of projects. These projects include making a waka ama paddle, a furniture unit with drawers and doors and a dining table with bench seats. Students will gain experience working with a wide range of tools, including MIG welding. Students will also complete a first aid course and workplace health and safety. 

This course takes up two option lines; you are also required to select either 2ENG or 2ENT alongside this academy.

Learning Opportunities

In this course you will need to:

• Taking responsibility for professional growth - through active listening, seeking clarification and understanding when needed.

• Develop competencies in workshop and machine safety.

• Managing resources to create the projects to complete the industry standards.

• Use time management strategies to ensure students can manage resources, support and materials.

• Demonstrating responsibility to complete the requirements for the Industry Based Standards.

• Workplace visits and trade specific events to explore a range trade careers.

• Use workshop technologies in the design & manufacturing of a solution.

Ākonga will be able to explore the elements of Māori design in a bilingual environment.  Ākonga will follow tīkanga and work with a range of construction materials, such as wood, resin and other mediums, to complete Toi Māori projects. Students will also complete a first aid course~and a workplace health and safety course. 

This course will take two option lines, then you will be required to select 2REO/2MAOS/2HAKA as your third option. 

Learning Opportunities

In this course you will need to:

• Ākonga will develop their creativity through understanding the range of materials and apply Te ao Māori concepts to develop a taonga.

• Workshop technology to develop skills for various industries in the trades.

• Ākonga will differentiate between multiple approaches and assess options to make decisions to develop a taonga.

• Developing and producing whakairo using appropriate tikanga.

• Ākonga will be able to work collaboratively in a workshop environment to ensure all ākonga are able to complete their taonga.

• Working safely in a workshop environment.

• Elements of Māori Art and design from a mātauranga māori perspective (traditions).

Students will further their understanding of the financial world as it affects businesses and develop skills that will enable them to cope with the complexities of modern financial management.

Learning Opportunities

In this course you will need to:

• Technology use- Process accounting information using an accounting software package.

• How financial information is coded, recorded and presented in a computerised perpetual inventory system.

• Information use- Process financial information for an entity’s Accounts Receivable subsystem.

• Accounts Receivable subsystem- Process transactions in a subsidiary ledger and prepare a report analysing the subsystem.

• Information use- Process financial information for an entity’s Inventory subsystem.

• Inventory subsystem- Process transactions in a subsidiary ledger and prepare a report analysing the subsystem.

• Information use- Prepare and understand Financial Statements.

• How to prepare Balance Day adjustments and Financial Statements  for Income, Position and Cash Flow.

• Critical Thinking- evaluate a businesses ability to sustain financial viability.

• How to prepare Balance Day adjustments and Financial Statements  for Income, Position and Cash Flow.

Design is the perfect subject for all creatives! Digital designers, painters and illustrators can use their individual skills to succeed in this subject.

Students will develop an understanding of visual communication methods and an appreciation of contemporary Design practice, continuing to develop their skills using Adobe Creative Suite and the design process. Students will be required to maintain a visual/digital diary which documents their design process, application of artist models, image making and development of ideas. They will produce work for two internal design briefs, which will lead to the 2 x A1 folio boards.

Learning Opportunities

In this course you will need to:

• Creativity - You will be challenged to develop a range of ideas, draw inspiration from the world around you, listen to feedback from others and use this to inform your own ideas.

• Deliver an advertising campaign to promote awareness about a business of your choice. You will use your design skills to promote this business through various design briefs.

• Decision Making - You will understand the design process, associated language and terminology and apply it to make decisions about successful design solutions.

• Illustration and Photography to develop imagery for use in own design solutions.

• Digital Literacy - Understand and apply Adobe Design Suite skills - Photoshop & InDesign. Effectively use the computer, scanner, printer and digital camera. Create and manipulate graphic images and text

• Logo Design, Poster Design and Own Choice: Publication, App, Promotional material.

• Visual Literacy - In responding to a design brief, you will need to consider how your work is received by others and understand how to appeal to a target audience and make work that is fit for purpose.

• Explore successful design solutions by looking at advertising in the media today.

Level Two Art History looks specifically at iconic contemporary artists from around the world! Open your eyes to the possibilities of the weird and wonderful through an investigation of all things new in Art. Look, debate, blog, make art, consider your own opinions! Art History incorporates practical art-making tasks to better understand art techniques and ideas. Develop your literacy and abstract thinking skills when investigating and understanding Art ideas and themes.

Learning Opportunities

In this course you will need to:

• Problem Solving: 
  • How do you look at Art?
  • What is Art about? 
  • How is it made?
  • Learn the tools to solve the puzzle!

• Contemporary Diversity:

Learn about art from around the world. Explore how other cultures express themselves and what contemporary art can look like.

• Communication:
  • Debate about art with your classmates! 
  • Challenge traditional ideas! 
  • Form your own opinions!
  • Express your thoughts, convincingly!

• The Value of Art: 
  • Who decides how much art is worth? 
  • How does art become famous?
  • Do we have to like the same art?

• Thinking Critically:
  • Make connections between art and real world politics!
  • Consider how self expression is important to you and others.

• Personal Opinion:

Visit a range of Art Galleries and write a blog about the art you love, the art you hate, or the art you just don't understand! 

• Applied Academic Skills:
  • Research, Investigate, Communicate through a variety of written responses.

• Media and Process:

Learn how art is made and what it can be made out of!

• Artist Film:

Collaborate with an Artist to produce a film in the style of their art. Take your Art History skills into a practical setting! Lights, Camera, Action!

Explore practical art-making techniques based on your own imaginary or real ‘Object, Person, Place.’ Students will study the works of a range of contemporary artists. They will learn to apply the artists’ ideas, processes, procedures, materials and techniques to their subject matter in the development of ideas and the making of personal artworks. The focus of this course is on drawing, painting and extension into some alternative media, presented and assessed on 2 x A1 Folio Boards.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to use media in a variety of ways, explore different compositional structures, learn through experimentation, be prepared to take visual risks.

• “Object, Place Person ”

You will explore treasured objects, people and places (real or imagined). A visual exploration of subject matter and drawing/painting/alternative art-making conventions.

• Decision Making: You will use your research to make decisions about media, scale, technique and subject matter. You will listen to others and take on board advice to improve outcomes.

• Drawing, Painting, Print-making, Digital Drawing/Painting (Waycom)

• Time Management: Use time management skills to meet deadlines

• You will research, select and use ideas found in Artist Models work.

• Visual Literacy: Use images to describe and express your ideas. Your work will relate to your own interpretation of the set theme.

• You will need to source your own imagery, either from observation, google images, books or your own photographs.

In Level 2 Biology - Cells and Genetics, students explore complex ideas of life processes and genetic inheritance. This course encourages critical thinking as students consider the key concept of “form matching function”, and will develop their ability to interpret text and write effectively in order to communicate their understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations.

• Cells are the basic unit of all living things - what are they and how do they work? Consider processes including cellular respiration, photosynthesis, and DNA replication.

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• The code for building us (and all of life) is hidden in our DNA; how are traits inherited? How do our genes determine what we look like? Where does variation between individuals come from?

• Critical thinking - evaluating the connections between evidence and ideas.

• Life is diverse and difficult - how have different groups of animals adapted to overcome their challenges?

In this course students will investigate animal systems, adaptations and processes that underpin Biology. Students will study the inheritance of traits and variation in genetics. They will design and carry out investigations and develop skills in interpreting text, critical thinking and writing discussions to convey their ideas.  

NOTE: This course is not eligible for Excellence subject endorsement

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations. How to use a microscope and complete biological drawings.

• Cells - these are the basic building blocks of life. Explore these under the microscope and look at processes that occur including transport of materials

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• Issues for society - microbes and vaccination. Explore biological ideas and critically evaluate information presented to the public.

• Critical thinking - evaluating the connections between evidence and ideas. Distinguishing fact from opinion. 

• Variation - how is variation created in a species? How is it inherited?

This course will cover key chemical knowledge including structure and bonding of atoms, organic chemistry, chemical reactivity and reduction and oxidation chemistry. Students will be able to explain these concepts and use chemistry conventions to support their understanding. Students will undertake practical experiments to gather observations and support this with chemical reaction understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, interpret results and carry out investigations.

• Atomic structure and Bonding, the foundation of all chemical reactions.

• Critical thinking - making connections between core ideas and how these can be applied, understanding links between evidence and theory.

• Multiple types of chemical reactions will be explored to understand how atoms and molecules behave, bond and react in different contexts. 

• Practical laboratory skills - understand how to undertake reactions safely in the laboratory and carry out experiments to collect data. 

• Organic chemistry reactions and identification.

• Chemical reactivity including rates of reactions, equilibrium and acids and bases. 

This course will cover key chemical knowledge including structure and bonding of atoms, organic chemistry, analytical titrations, and identification and reduction and oxidation chemistry. Students will be able to explain these concepts and use chemistry conventions to support their understanding. Students will undertake practical experiments to gather observations and support this with chemical reaction understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, interpret results and carry out investigations.

• Atomic structure and Bonding-the foundation of all chemical reactions.

• Critical thinking - making connections between core ideas and how these can be applied, understanding links between evidence and theory.

• Multiple types of chemical reactions will be explored to understand how atoms and molecules behave, bond and react in different contexts. 

• Practical laboratory skills - understand how to undertake reactions safely in the laboratory and carry out experiments to collect data.

• Qualitative analysis methods will be used to identify the concentration of substances present in consumer products.

• Reduction and oxidation chemistry.

• Organic chemistry reactions and identification. 

Step back in time to the thrilling worlds of Ancient Greece and Rome, where gods and heroes battled, empires rose and fell, and stories of love, power, and betrayal shaped entire civilisations. If you’re curious about why people behave the way they do, what makes a hero, or how ancient ideas still influence us today, this course is for you. Dive into epic adventures like Odysseus’ perilous journey home, the dramatic downfall of Julius Caesar, and the stunning art and architecture that reveal hidden stories of status and belief. You’ll also get to challenge your thinking by comparing ancient myths to modern movies like Troy - discovering what changes and what stays the same. This course offers both reading and writing credits, perfect for students who want to sharpen their literacy skills while uncovering the secrets of history’s greatest stories.

Learning Opportunities

In this course you will need to:

• Reading and writing - how to plan and write extended essays. Students will read chapters of the Iliad and the Odyssey with the teacher and examine how the ideas and values of Ancient Greece are evident in the text. All assessments are written and it is strongly recommended that students are confident in their writing.

• The Iliad vs. Troy - Compare Homer’s epic Iliad with the modern film Troy. What gets changed - and why? This topic helps you think critically about how modern media adapts ancient myths and what that says about us today.

• Critical thinking - exploring ideas from ancient society and how these are reflected in modern society.  

• Julius Caesar and the Fall of the Roman Republic - Explore how Rome went from a republic to an empire through the story of Julius Caesar. You'll examine real historical figures, political backstabbing, propaganda, and how leadership and ambition shaped the world.

• Communication skills - contributing to group and class discussions. Classics is a discussion based subject and students will learn through class and group discussions to develop their critical thinking of the content. Written communication is also important for success in this subject.

• Homer’s Odyssey - Follow Odysseus on his wild journey home, filled with monsters, temptations, and tricky gods. At the heart of it all is the idea of home, loyalty, and what makes a true hero.

• Research Skills - how to research credible information and integrate this into your written work. This is important for the assessments as well as class work.

• Art & Architecture of the Ancient World - Discover the art and architecture of the Greeks and Romans through temples, houses, mosaics, and frescoes. Learn what buildings and images reveal about myth, status, and ancient values.

This course focuses on the creative design process, while also developing students’ problem solving, digital skills, and project management capabilities. Students will plan and create their own digital project in an area of interest, such as game design, animation, websites, 3D modelling, or graphics and character design.

In the first part of the course, students will generate ideas, research user needs, learn about relevant digital conventions, and build the skills needed for their chosen area. They will then develop their project—testing, refining, and managing their work to produce a final outcome. All credits are earned through students' project work. An external assessment involves a written report explaining how the project was developed. 

An alternative programming-focused pathway is also available, with access to online learning support.

Learning Opportunities

In this course you will need to:

• Digital technologies: Develop confidence and advanced skills.

• Character design and game graphics.
• Creating a game or visual novel.
• 3D modelling (environment or character) / virtual reality.
• Animation and motion graphics.
• Websites.
• Programming and computer science, explore topics such as cybersecurity and AI.

• Creativity: Explore possibilities and innovate.

• Design process: Generate ideas, develop, test, evaluate, and improve outcomes.

• User focus: Understand user needs and use feedback to improve the design.

• Project management: Plan and manage the development of a digital project.

• Computer science (if selected): Apply problem solving to code, test and debug programs.

In this course students will explore a variety of dance styles through practical and research tasks.  This course will further develop your collaborative skills, and the skills to overcome challenges as you create your own choreography, technique, and dance knowledge.  Students will be working in groups to produce choreography and performance pieces. At the end of each term they have an opportunity to perform in front of friends and family in our Dance Concerts. This involves lighting and costume rehearsals in our purpose built Dance Theatre.

Learning Opportunities

In this course you will need to:

• Team work.

• Choreography - creating movement sequences to a brief.

• Communication.

• Technique - Understanding specific body placement, including flexibility, strength and fitness.

• Collaboration.

• Ensemble skills - having an awareness of yourself in relation to others and within a space.

• Resilience.

• Performance skills.

• Literary skills (writing and research).

• Analysis of a variety of dance genres/styles.

Students work through the design process to solve an architectural or product problem in the community. They will explore design history and visual communication methods to create quality outcomes for an audience.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions and display divergent thinking. This can be seen in presentations, spatial and product design briefs.

• Explore Spatial design - interior, exterior and landscape design.

• Communication - Develop presentation skills using a variety of media - rendering chalk, rapid markers, the Adobe Suite, Sketchup, digital and physical modelling.

• Students will develop an understanding of product design and prototyping, including areas such as lighting, jewellery, or furniture.

• Using information - Use the design process to develop ideas and explore options.

•  Presentation design, including layout.

• Work with a design brief and site.

• Modelling - 3D digital and physical.

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At the start of this course, students will enjoy a short unit focused on developing group cohesion using advanced theatre games and warm-up activities. They will use theatre presentation skills throughout the year, beginning with a close study of the work of a particular playwright, which will include a detailed look at changes in New Zealand society over the period of the 20th century and, particularly the late 70s to the early 90s. Depending on the willingness of the class, it is likely that this initial unit of work will result in a performance of the play studied, worth 5 credits. For this to happen, students will need to commit to rehearsals outside of normal school hours.

By way of RESEARCH, IMPROVISATION and/or SCRIPT WRITING, students will prepare an issue based presentation which they will PERFORM to a public audience. The public performance will require students to be available for at least 2 rehearsals and 2 performances outside of normal school hours. 

In conjunction with the performances, students will have the opportunity to further develop their use of STAGE TECHNOLOGIES such as lighting, sound, set, costume and make-up. There will be a strong focus on the USE OF VOICE, BODY, MOVEMENT and SPACE during a DRAMA TECHNIQUES UNIT that also involves performance of a scene to an audience.

Learning Opportunities

In this course you will need to:

• Creativity.

• The study of a New Zealand playwright. 

• Personal confidence.

• Social issues relevant to the students .

• Collaborative group skills.

• Drama techniques.

• Physical, emotional and behavioural self-awareness.

• A range of plays and playwrights.

• Communication skills using voice and body.

• Analysis of live performance.

• Individual and collective responsibility.

• Drama Creation.

• Self discipline.

• Theatre form or genre.

• Technology literacy.

• Technical production.

• Script writing skills.

• Rehearsal and performance.

• Flexibility.

• Initiative.

• Productivity.

This course focuses on preparing students for a range of workplaces. It equips students with the desired employability skills and a knowledge of the basic needs, nutrition, health and well-being of young children. This ensures they have skills in basic hygiene practices; and how to care for children, particularly newborns to school age. As well as an understanding of the agencies that support tamariki and their whānau and some of the theories behind child development and their needs.

Learning Opportunities

In this course you will need to:

• Care Practical Skills - Working with young children- Practical, how to care for young children.

• Explore the basic needs of children from infant to school age and demonstrate the Care practice techniques associated. Explain the health and safety aspects that must be considered when dealing with young children.

• Workplace Qualities – time management, using a variety of sources to gain information, using technology appropriately and problem solving.

• Explore the requirements to keep young children well by examining hygiene practices, health, and wellbeing.

• Personal Qualities – self-responsibility, self-discipline, and a willingness to learn. Professional behaviour and presentation, work-ready skills. With the opportunity to demonstrate these within the classroom, on courses, and in a placement at an Early Childhood centre.

• Examine the theories around keeping children safe by looking at attachment theory, the types of early childhood centres found in New Zealand, and the agencies that are available to support young children and their whānau.

• Interpersonal Skills – collaboration, self-directed learning, effective communication, and how to contribute positively within the classroom setting and in a placement with staff and students in an Early childhood setting.

• Explore the requirements of any workplace with professional behaviour and presentation in theory and a placement in a centre.

• All skills are transferable to a range of workplaces and settings outside of Early Childhood.

Curious about the forces shaping the world around you? Level 2 Economics offers insights into some of today's most important issues. This course will explore a range of significant economic topics, including employment, economic growth, inflation, and international trade.

We will focus on understanding the fundamental 'cause and effect' relationships that drive these issues and analyse the policies governments use to influence outcomes. You will see how these economic dynamics impact the New Zealand economy and affect individuals and families within it. By studying economics, you gain a deeper understanding of the challenges and opportunities faced by modern societies.

Learning Opportunities

In this course you will need to:

• Learn to communicate economic ideas and opinions effectively using critical thinking.

• How does unemployment affect not just individuals, but our entire society?

• Gain experience using economic models to understand complex systems.

• We'll tackle the question: Why are prices rising?

• Improve your ability to interpret information and draw informed conclusions.

• Understand the reasons why the Government cannot simply print more money.

• Build an understanding of different perspectives surrounding economic issues and policies.

• Discover how the Government attempts to influence the economy.

• Consider critically: Is economic growth really that important?

This English course aims to provide learners with a meaningful senior entry point into thinking deeply about why and how language is used by different authors for a variety of purposes. Alongside exploring written and visual texts, students will be offered personalised learning opportunities to explore and make informed interpretations of aspects of the human condition as well as develop their own writing skills.

Learning Opportunities

In this course you will need to:

• Employ critical information literacy to research a controversial topic.

• Self-selected online sources in an area of personal interest.

• Literature & film analysis - looking between and beyond what is seen on the surface.

• A variety of written and visual texts - usually a novel or short stories and film.

• Thinking about how and why language is used for a given purpose.

• Develop a portfolio of writing, thematically linked to texts.

• Identify and use a range of academic literary tools.

• Film terminology and ability to closely view visual texts.

• Develop written personal voice in a range of genres including creative memoir and academic literary essay.

• Make links and connections with society and the wider world around us.

This English course aims to provide learners with an academic understanding and appreciation of language genres, audiences and purposes. Students will work with a variety of thematically linked texts, and are encouraged to read widely and make philosophical connections with themselves and the world around them.  

Learning Opportunities

In this course you will need to:

• Literature & film analysis - looking between and beyond what is seen on the surface.

• Thematic study of extended written text - various genres.

• Thinking critically about how and why language is used for a given purpose.

• Visual text - usually feature film.

• Identify and use a range of academic literary tools.

• Various short unfamiliar texts which could include NZ poetry, fictional prose & persuasive opinion pieces. 

• Develop written personal voice in a range of genres including creative memoir and academic literary essay.

• Literary and filmic devices used by authors.

• Make links and connections with society and the wider world around us.

This course is student driven hands on learning, where students have an exciting opportunity to use their talents and abilities to plan and carry out a business with a focus on improving community wellbeing.  They will use a mix of critical and creative thinking as they generate ideas, develop solutions to consumer or societal problems and manage their resources. Additionally, students will have the opportunity to participate in the Young Enterprise Scheme (YES) and pitch their business ideas at regional and potentially national competitive events.

Learning Opportunities

In this course you will need to:

• Personal qualities of initiative, flexibility, integrity, responsibility and professionalism

• Different types of social enterprise where business tools are used to address a social need

• Management of resources including time, money and people

• Generating a business idea, planning and making it happen for your enterprise venture

• Maintaining effective relationships through collaboration, teamwork, leadership, manaakitanga, and shared vision

• Internal factors that affect business success such as leadership, organisational structure, production methods and the role of corporate social responsibility

• Communicate visually, verbally and in writing

• The different ways people are motivated and how these motivation theories are applied in a workplace

This course covers content from both Media Studies and Visual Art. Students will learn how to tell a story through the camera, they will learn how to enhance footage through editing, using graphics, narration, sound and setting mood and narrative with lighting and colour correction. Students will produce 2 moving image presentations where they will need to research, plan, shoot and edit to complete their moving images, working in collaboration for the best results.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing film makers, use camera, lighting and editing techniques and use the skills of others in completing your moving image productions.

• Camera Angle: Focus, angle of view, depth of field, rule of thirds, transitions.

• Decision Making: You will plan, make use of associated language and terminology specific to each genre, test a range of camera techniques, consider narration and moving graphics for a quality moving image production.

• Techniques: Timelapse, slow motion, stop motion, motion blur.

• Digital Literacy: Use Adobe Photoshop Timeline, Rush, Premiere Pro to edit and create cohesion in your final works.

• Studio: Camera techniques with school supplied cameras and lighting, including Green Screen.

• Time Management: Use the allocated time and set deadlines to manage your work output and receive quality feed-forward on your developing inquiry.

• Student Directed Short Film: Collaborative Inquiry based assessment (Research, plan and make).

• Collaboration: Develop your collaboration skills as you work together to complete photoshoots. Learn to work with a model and assistants as you capture your imagery.

• Music Video: Individual Inquiry (Research, plan and make) using own choice of music and artist model.

• Work with a crew of your classmates to manage your model, props, lights and backdrops. 

Food and Nutrition enables students to develop an understanding of the nutritional factors that influence the well-being of individuals, their families and the wider community. Students will use critical thinking, research and report writing skills to demonstrate their understanding of the nutritional context they are exploring. Practical skills will be built on by practising a variety of cookery techniques, using effective communication and interpersonal skills to prepare nutritious meals with seasonal produce to enhance well-being.

Learning Opportunities

In this course you will need to:

• Applied academic skills - read, interpret and demonstrate knowledge in a written report for all internal assessments.

• Sustainable food practices - evaluating sustainable practices such as growing vegetable gardens, buying locally, food preserving and making evidence based judgements about how sustainable they really are.

• Critical thinking skills - analysing nutritional issues and the consequences on personal and societal well-being.

• Nutritional needs - analysing issues and creating strategies for people with a specific nutritional need such as food allergies, sports nutrition and maternal nutrition.

• Advanced practical cookery skills - developing competence in a variety of techniques, knife skills and interpersonal skills while preparing nutritious meals.

• Nutritional issue - analyse beliefs, attitudes and practices related to the nutritional issue of obesity for families in New Zealand.

• Communication skills - collaboration requires effective communication in both practical and theory lessons.

• Determinants of health - analyse the relationship between well-being, food choices and the determinants of health.

In 2026 students choosing this subject would be working through Te Kura - The Correspondence School - due to low numbers in senior languages classes this year. 

To be successful in Level 2 French via Te Kura you would need to have completed a full year 11 French NCEA course or equivalent.  During this option line you would be required to work independently online and log in to access your work. You will need self-discipline to ensure that you use your independent time appropriately and complete all set work on time. Your Te Kura teacher will communicate with you online to provide help and feedback.

Learning Opportunities

In this course you will need to:

• Communication skills - how to speak, listen, read and write in more complex French, including future possibilities and events which might happen.

• The content is decided by Te Kura, but typical topics in the past have included:
  • The environment.
  • Tourism - positives and negatives.
  • The world of work.
  • Teenage life in an online environment.
  • The French-speaking world - “La Francophonie".

• Information Use skills - how to choose which words best suit your communication goal and how to arrange them in authentic French sentences.

• Technology Use skills - how to use digital tools to inform, organise and present your language learning.

• Systems thinking skills - learn a range of patterns in the language and apply them effectively to communicate. Continue to develop cultural understanding through comparisons with your own and French culture.

Geography is the study of places and relationships between people and their environments.  Geographers are cross-curricular thinkers that seek to understand where things are found, why they are there and how they change over time.

Learning Opportunities

In this course you will need to:

• Collaboration - Students will work in groups when doing field work.

• Geographic Skills -  including  local field work and research.

• Communication - Share thoughts and listen to others. To continue to develop both written and verbal communication skills.

• A Large Natural Environment - Tongariro Volcanic Region including physical and human aspects.

• Critical Thinking - To think critically about people’s differing perspectives in relation to Sustainable Environments and Geographic Issues.

• Current Geographic Issue - Conflicting values over use of land  eg Does Whangarei need to move the airport?

• Field Work and Research Techniques.

• Research  - What new business would you like to see at the Town Basin?

• Global Patterns - Volcanic activity across the globe and the impact on people.

Field Trip: There is a possibility for a trip to Tongariro and Waitomo.

In Level 2 Health students will develop knowledge around the underlying concepts of health and apply this to relevant NZ Health issues. Students will explore techniques for managing change and resilience, gender and sexuality issues, a selected NZ Health issue and participate in the planning and implementation of a health promotion campaign.

Learning Opportunities

In this course you will need to:

• Critical thinking skills - apply critical thinking skills by looking at the bigger picture.

• Explore ways of managing change and resilience and analyse a selected story (risk and protective factors).

• Attitudes and values - explore a range of attitudes and values in relation to health issues.

• Explore a range of gender and sexuality issues that influence health.

• Decision making - learn about strategies to address key issues in health and how these relate to health enhancing decision making skills.

• Explore a selected adolescent health issue (what factors influence the issue, what are the consequences in relation to wellbeing and what strategies would reduce harm).

• Collaborative group skills - develop collaborative skills through group planning and implementation of a health promotion campaign.

• Participate in the planning and implementation of a health promotion campaign.

This course is designed with the students' wants/needs in mind.This course will provide an opportunity to learn about human anatomy and physiology. It is a course for students wanting to progress with a career in the health sector, whether it is to become a nurse, physiotherapist, occupational therapist or health and nutrition specialist, sport scientist etc.  It is a ‘learning’ course that will create great foundation knowledge for a 1st year health science paper.  Whilst the focus is on learning, students will have an opportunity to gain some achievement standard credits if they require them.

Learning Opportunities

In this course you will need to:

• Research skills.

• The basic structure, function and integration of the following body systems:

1. Cells, tissues and organisational anatomy.
2. The musculoskeletal system.
3. The cardiovascular and respiratory systems.
4. The nervous system.
5. The Integumentary system.
6. The lymphatic system.
7. The endocrine system.
8. The urinary and reproductive systems.

• Collaboration.

• Critical thinking and deeper understanding.

• Understanding base scientific knowledge that can be applied.

This course focuses on some of the contested events of the 20th Century in NZ and the wider world. Each term has a different theme allowing students to investigate a wide range of events and experience different styles of history. In term one we look at some famous conspiracies, including the shocking death of young President Kennedy, and assess how well they are supported by the available evidence. Term two focuses on race relations- how ideas about race have impacted Aboriginal and Māori communities in Australia and NZ. In term three we investigate social movements in NZ: including the panic created by a new style of teen culture in the 1950s and the youth protest movement against NZ’s involvement in the Vietnam War.

Learning Opportunities

In this course you will need to:

• Critical thinking- reasoning, interpreting information, explaining, identifying patterns and trends, synthesising information, making judgements based on evidence.

• Conspiracies and Mysteries: the Erebus crash (Air NZ ) cover up; President Kennedy’s assassination; Marilyn Monroe’s apparent suicide.

• Information literacy- identifying fact and opinion, making judgements about the quality of information, assessing the reliability of different sources of information such as websites.

• Racism and protest: Australia’s Lost Generation; The Bastion Point protest; Hikoi; Springbok Tour; Dawn raids.

• Communication skills- communicating effectively in a variety of formats: for example in small group and full class discussions; written work; visual formats.

• Culture in crisis: social movements in NZ - the Vietnam war protest movement, the development of teen culture,  the murder of Honoria Parker by her daughter, and the government’s investigation into teen “moral degeneracy” in NZ.

In Level 2 Hospitality students will demonstrate knowledge of ingredients and cookery techniques to develop a wide range of dishes that meet food safety and industry presentation standards. Students will use research, technology, reading and writing skills to apply knowledge of cultures around the world.   

Learning Opportunities

In this course you will need to:

• Cookery methods and techniques- a range of different disciplines using a range of ingredients to complete successful dishes that meet industry standards.

• Demonstrate food safety knowledge and practices.

• Interpersonal skills- collaborative team work when practising for assessments, responding to client needs, demonstrating leadership in planning and executing dishes.

• Explore International influence on cuisine.

• Resource management- Manage time, ingredients, equipment while negotiating with staff while using research skills, devices and classmates to complete assessment criteria.

• Develop cookery techniques to cover a wide range of ingredients and methods. 

• Applied academic skills- read, write, interpret, discern and apply knowledge of food safety, cookery techniques and cultural influences.

• Develop strategies for safe knife use, storage and maintenance. 

Following on from Year 11 Māori Studies, Level 2 Māori Studies is the next step to continue to develop your understanding of tikanga protocols and cultural practices. You’ll further advance your technical and practical skills of tikanga. You will also develop your ability to critically consider and analyse the thinking behind tikanga and its many applications in not only te ao Māori, but the modern world around us.

Learning Opportunities

In this course you will need to:

• The ability to critically consider the thinking behind tikanga and its many applications in te ao Māori and the modern world.

• Tikanga Pōwhiri.

• An operational ability to manage and apply the tikanga in a range of diverse contexts including leadership, problem solving and rangahau.

• Preparing a marae for a powhiri.

• An in-depth knowledge of tikanga protocols and cultural practices that provide solutions to modern day problems.

• Manaaki Marae.

• Customary and traditional kai Māori.

• Māori Tourism.

• Karakia for kaupapa.

• Te Aho Wāhine.

• Life and deeds of wāhine Māori.

Numeracy is the ability to understand the mathematics and Statistics we need in everyday life. Numeracy is also an important aspect of gaining any NCEA qualification. This course will develop the understanding of students in a range of practical mathematics applications which will support their success in the Numeracy CAA. There will also be the opportunity to gain Numeracy via additional standards as an alternative to the CAA. 

Note: This course is intended as a pathway to Numeracy and does not prepare students for study in Level 3 Mathematics or Statistics courses. 

Learning Opportunities

In this course you will need to:

• Use and analyse information.

• Solve problems using critical paths.

• Understand how to choose the mathematics required to solve a problem.

• Complete a statistical investigation.

• Develop the ability to explain and justify an answer.

• Solve problems using Networks. 

• Solve problems.

• Use rules to solve problems with sequences.

• Write a set of equations to solve problems with Simultaneous equations.

This course provides the opportunity for students to deepen their understanding of algebra and learn the basics of calculus. Students also learn about trigonometry, probability and complete a statistical investigation. Mathematics with Calculus  is designed for those students who may wish to pursue Mathematics or subjects that use Mathematics at a tertiary level.

Learning Opportunities

In this course you will need to:

• Critical thinking - Be able to illustrate your mathematical thinking visually and to demonstrate mathematical curiosity by asking mathematical questions.

• Develop your understanding of algebraic notation, expressions to solve contextual algebraic problems.

• Reasons - be able to demonstrate a set of logical steps to their solution. 

• Uses the sine and cosine rule, area of triangles, sectors and segments to solve problems involving non right angled triangles.

• Solve problems

• Use calculus to understand problems involving rates of change and gradient.

• Investigates chance and data through probability models and a statistical investigation.

The ability to understand and interpret data is increasingly valued. This course allows students to complete statistical investigations, simulations and develop their understanding of chance and probability.

Learning Opportunities

In this course you will need to:

• Critical thinking- Be able to illustrate your mathematical thinking visually and to demonstrate mathematical curiosity by asking mathematical questions.

• Investigates chance and data through probability models, simulations  and a statistical investigation.

• Use and analyse information.

• Uses the sine and cosine rule to solve problems in non-right angled triangles.

• Solve problems. 

• Solve problems using Networks. 

In Level 2 Music students will have the opportunity to specialise in areas of group and solo performance, composition and music research and analysis. Most students will be encouraged to take part in a large-scale senior music concert towards the end of the year.

IMPORTANT: THIS IS A PERFORMING ARTS COURSE. STUDENTS ARE EXPECTED TO PERFORM IN FRONT OF AN AUDIENCE ON A CHOSEN INSTRUMENT

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal.

• Learn to rehearse and then perform both as part of a group and solo to an audience.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process.

• Reflect on the rehearsal and performance process.

• Information use - understand and interpret musical scores and notation to be realised in a performance on a chosen instrument.

• Develop instrumental, vocal and compositional techniques.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a performance context.

• Develop research, writing and presentation skills on an aspect of New Zealand Music.

• Develop skills in supporting and leading music activities with younger children (optional).

The Year 12 Outdoor Education programme offers students a rich and challenging opportunity to develop their personal and social capabilities through practical outdoor experiences and theoretical inquiry. Aligned with Level 7 of the New Zealand Curriculum in Health and Physical Education, this course promotes learning in the strands of Personal Health and Physical Development, Relationships with Other People, and Healthy Communities and Environments.

Throughout the year, students will participate in a range of outdoor activities, including camping expeditions, a multi-day sea kayaking journey, mountain biking, bush survival, surfing, rock climbing, white water rafting, alpine skills and adventure based learning activities, which are used as contexts for learning about risk management, personal growth, and environmental responsibility. A key focus is on successful event planning, where students learn to design and implement outdoor experiences, considering logistics, safety, and group needs.

Students will critically examine and apply group processes, learning how to analyse the effective functioning of teams and their own contribution to group success. Emphasis is placed on building quality relationships through collaboration, communication, and mutual support, which reflects a focus on developing positive interpersonal skills.

A core theme of the course is knowing about self and others—students are encouraged to reflect on their own values, strengths, and identity, and to understand diverse perspectives within their peer group. This supports personal development and enhances social awareness, helping students to become confident, connected, and lifelong learners.

Overall, Year 12 Outdoor Education empowers students to take responsibility for themselves and others, fosters leadership, and nurtures an appreciation for Aotearoa New Zealand’s unique natural environments.

This course involves 5 1-day trips, a 2-day overnight sea kayaking/camping experience and a week long Central North Island Expedition across the year. By selecting Outdoor Education, it is expected that students will participate in all of these out of school events.

Learning Opportunities

In this course you will need to:

• Safety management - identify and develop plans to manage risks and hazards that impact our physical and emotional safety in a range of outdoor contexts.

• Skills for Sea Kayaking: Investigate weather, equipment and technical skills for sea kayaking. Plan for and participate in an 1-day and overnight sea kayak trips.

• Self management - develop strategies to manage self through challenging outdoor contexts.  This includes personal responsibility, organisation, setting goals, seeking knowledge and motivation.

• Bush survival skills: Gain knowledge around outdoor safety and Search and Rescue in NZ. Learn key skills and knowledge to successfully survive overnight in the outdoors.

• Leadership - participate as team leaders or effective team members in physical contexts, organise work to meet goals and allocate team roles.

• Mountain Biking: Develop the skills required to successfully ride grade 2 mountain bike trails at a range of venues.

• Movement and technical skills in a range of contexts - demonstrate technical skills in sea kayaking, bush survival, surfing, rock climbing and mountain biking.

• Group Processes: Investigate how groups develop over time while participating in challenging team activities.

• Mountain Expedition: Participate in a week-long mountain adventure to test leadership, group performance and explore the impacts of personal behaviours on activity outcomes.

• Skills for Surfing: Performance in surfing skills over 2 days on the Tutukaka coast.

• Rock Climbing: Learn basic skills for rock climbing movement and performance.

‘O le tagata ma lona aiga, o la tagata ma lona faasinomaga’: Every person has a family, every person has an identity.

Explore Pasifika heritage. Create a Performance. Express your story.

This course explores the richness, resilience and diversity of Pacific cultures through art, storytelling, history, and creative expression. Students will explore how Pacific peoples share identity, values, migration stories and contemporary issues through a range of cultural forms including tātatau (tattoo), visual art, dance, spoken word, and performance.

Students will connect with their own identities, learn about the geography and histories of Moana-nui-a-Kiwa (the Pacific Ocean), and create original works that express who they are and where they come from. Students can work through movement, art, spoken word, research, or digital storytelling to reflect their learning.

Learning Opportunities

In this course you will need to:

• Dance and Performance confidence.

• Explore Pacific design, tātatau, tapa, dance and song as cultural carriers.

• Cultural understanding.

• Create a project (e.g. art, short film, performance, or presentation) that tells a personal or cultural story.

• Relationship building.

• Examine real-world events such as the Dawn Raids or the Polynesian Panthers.

• Critical thinking.

• Explore the role of rangatahi (youth) in sustaining and reshaping cultural traditions.

• Creativity in communication.

• Research a cultural figure, event, or movement significant to Pacific people in NZ or the wider Moana.

• Self- awareness and cultural identity.

Opportunities:

Perform at or attend Auckland ASB Polyfest. Visit the University of Auckland or other universities to look at further education opportunities. Participate in workshops with external organisations. Attend performances in the local area and Auckland. Listen to guest speakers and watch guest performers.

Beautiful black and white photography or levitating surrealism… explore it all in Level Two Photography! In this course, students are encouraged to select an individual kaupapa of interest to them. Students will develop an understanding of visual communication methods and an appreciation of contemporary Photography practice, continuing to develop their skills using Adobe Creative Suite and the photographic process. Students will be required to maintain a visual/digital diary which documents their design process, application of artist models, image making and development of ideas. They will produce work for two internal photographic proposals, which will lead to the 2 x A1 folio boards.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing photographers, test and experiment with a wide range of camera functions, lighting and editing techniques.

• You will select your own kaupapa and style to develop a Photographic body of work.  

• Decision Making: You will apply the photographic process, associated language and terminology and apply it to make decisions to inform the development of your own photographic practice.

• Learn about the different approaches to Photography including, Fine Art, Documentary and Surrealism.

• Digital Literacy: Use Adobe Photography programmes to edit, create multiple image constructions, and record your ideas.

• Depth of Field, Shutter Speed, Lighting, Multiple Image construction, Projection, Sculptural photography, digital and hand crafted manipulations.

• Time Management: Use the allocated time and set deadlines to manage your work output and receive quality feedback on your developing inquiry.

• Use the specialist studio and lighting gear to take your Photography to the next level! 

• Collaboration: Develop your collaboration skills as you work together to complete photoshoots. Learn to work with a model and assistants as you capture your imagery.

• Work with a crew of your classmates to manage your model, props, lights and backdrops. 

In Level 2 Physical Education, students explore physical, psychological and social influences on performance and understanding of physical activity and sport. They explore these concepts through both practical experience and theoretical settings, covering a range of topics. This course is made up of a combination of both practical and classroom based learning.

Learning Opportunities

In this course you will need to:

• Interpersonal skills.

• Biophysical principles related to the learning of physical skills.

• Leadership.

• Performing a physical skill in an applied setting.

• Developing a growth mindset.

• Socio-ecological perspective of a sporting event, physical activity or festival.

• Effective communication. 

• Leadership strategies that contribute to the effective functioning of a group.

• Collaboration.

• Citizenship.

• Movement skills in a range of contexts.

• Analysis of body movements and skill learning.

You will be working in a highly responsible environment and within a high trust model with the community group/sporting organisation you are interested in working with.  This will be an individualised programme where you can explore your particular passions within Sports Management. High self management skills are required.

Learning Opportunities

In this course you will need to:

• Working with the community.

• Involvement with community members.

• Coaching.

• This practical course will include: a range of physical activities, coaching, umpiring, officiating, interpersonal skills, leadership and event management etc.

• Umpiring.

• This course provides vital skills to organise, manage, officiate a sporting event.

• Officiating.

• Explore areas of interest to you within the Sports Management field - directly with the community organisations.

• Interpersonal skills.

• Possible Gateway involvement.

• Leadership.

• Event management.

• Interaction with adults including meetings, phone calls, email. 

• Personal growth and confidence.

Other information:

Develop a CV of volunteer work and experiences as well as gaining some qualifications in umpiring/coaching etc and building a culture of volunteer work and relationships with community members which can lead onto possible future pathways.

Students will develop an understanding of important models, laws and theories of physics. They will learn how to explain concepts and use relevant equations to calculate unknown quantities. Students will carry out experiments, apply their knowledge, and solve problems.

Learning Opportunities

In this course you will need to:

• Critical thinking.

• Radiation and radioactivity.

• Organisation and time management.

• Mechanics - forces: how and why things move.

• Mathematical reasoning.

• How mechanics applies to sports.

• Effective Communication.

• Electricity including electric fields.

• Research.

• Electromagnetism and magnetic fields.

This Level 2 course provides an in-depth exploration of New Zealand's Primary Industries, a cornerstone of the national economy. Students will investigate fundamental concepts including commercial reproductive techniques, the dynamics of livestock behaviour in commercial production, and the significant influence of management practices on the growth and development of both plants and livestock. A critical component of the course involves analysing the environmental impacts of locally produced primary products, promoting a holistic and sustainable perspective on the industry.

Learning Opportunities

In this course you will need to:

• Scientific Procedures.

• Demonstrate understanding of how management practices influence livestock and plant growth and development.

• Think Critically.

• Demonstrate understanding of interactions between livestock behaviour and NZ commercial management practices.

• Analyse Information.

• Demonstrate understanding of reproductive techniques used in commercial production.

• Conveys information in writing.

• Report on the environmental impacts of producing a local primary product.

Ākonga will work through the design process to design and manufacture a bespoke furniture outcome. They will explore existing design solutions and study the work of established designers to inform their own design practice. Throughout the year, ākonga will develop and apply a range of construction methods. This course focuses on building technical skills and refining craftsmanship through practical, hands-on learning.

Learning Opportunities

In this course you will need to:

• Creativity - Ākonga creates innovative design ideas/solutions, exploring creative solutions to enhance their own outcomes.

• Use the design process to work through a design brief.

• Critical thinking skills- being able to analyse, reason, solve problems, plan, organise, and make sound decisions in their work.

• Use Digital Technologies in the design & manufacturing of a solution - CNC and laser.

• Use workshop technologies in the design & manufacturing of a solution.

• Research of existing solutions and suitable materials to make informed decisions.

• Develop competencies in workshop and machine safety.

• Use time management strategies to ensure ākonga can manage resources, support, and materials.

This course introduces students to the differing perspectives in psychology and how these are used to understand human behaviour. This involves learning about a range of psychological approaches, conducting psychological research and examining fields of psychological practice, as well as understanding ethical issues in psychological research.

Learning Opportunities

In this course you will need to:

• Critical thinking- critically analysing information. Making links to other contexts and being able to apply theory to different contexts beyond presenting information.

• Variety of psychological approaches such as: biological, psychodynamic, cognitive, behavioural, humanistic, and cultural psychology.

• Scientific skills- researching a variety of texts, interpreting results and carrying out your own scientific investigation.

• The process and execution of psychological research.

• Reading & Writing- reading and interpreting scientific research. Learning to write scientifically and concisely.

• Variety of psychological fields such as: forensic, clinical, social, sport, and health psychology.

• Analysing, solving problems and evaluating outcomes.

• Ethical issues in psychological research  

This course aims to expose students to ways that science is used in a range of fields in our local area. They will learn how science applies to the world around us and have opportunities to engage with people who work in these fields.

Learning Opportunities

In this course you will need to:

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• How limestone caves are formed.

• Critical thinking - evaluating the connections between evidence and ideas.

• How volcanic activity has shaped the local area.

• Scientific literacy - know and understand key terms and ideas across science disciplines.

• Forces and how they are important in building structures.

• Investigating in Science - plan, carry out, and analyse data from an experiment..

• Planning and carrying out a scientific investigation.

• Identifying chemicals in water or soil samples.

• How our local native species have evolved.

• An environmental issue and ways that people can address it.

In L2 Social Studies students will critically examine social and political issues in Aotearoa and around the world. This course looks at different perspectives on social issues and examines how these shape society. We will explore how people respond to issues and the actions people take to challenge or change existing systems and processes in society. Students will also get the opportunity to take their own action to challenge or support a social issue or process. 

Contexts and topics are contemporary and can be decided between the class and teacher as the year progresses and new issues arise. This is a great subject for students thinking about going into law, journalism, social work, politics & government or similar career choices. 

Learning Opportunities

In this course you will need to:

• Critical Thinking - to think critically about cultural norms, the cause, potential conflicts and implications. How we see this presented to us in contemporary society and how this is filtered through into our everyday lives.

• Crime & punishment - How can we best approach crime in our society? Are harsh penalties better than restorative processes?

• Collaboration - Students will be encouraged to work in groups and contribute to class discussions. Be mindful and respectful of all opinions.

• Social media - How does social media impact on our individual and collective wellbeing? How does it change our culture? Should our use of social media be restricted or banned?

• Communication Skills - to share your thoughts and listen to others.  To continue to develop both your written and verbal communication skills.

• Feminism & women's rights vs masculinity & men’s rights - How do these differ between cultures and nations? How have these changed overtime and what might they look like in the future?

• Current Social issues - student choice of an issue that is affecting people, and opportunity to take action supporting or opposing this.

In 2026 students choosing this subject would be working through Te Kura - The Correspondence School - due to low numbers in senior languages classes this year. 

To be successful in Level 2 Spanish via Te Kura you would need to have completed a full year 11 Spanish NCEA course or equivalent.  During this option line you would be required to work independently online and log in to access your work. You will need self-discipline to ensure that you use your independent time appropriately and complete all set work on time. Your Te Kura teacher will communicate with you online to provide help and feedback.

Learning Opportunities

In this course you will need to:

• Communication skills - how to speak, listen, read and write in more complex Spanish, including future possibilities and events which might happen.

• The content is decided by Te Kura, but typical topics in the past have included:
  • The environment.
  • Tourism - positives and negatives.
  • The world of work.
  • Teenage life in an online environment.
  • The Spanish-speaking world - “El Mundo Hispanohablante”.

• Information Use skills - how to choose which words best suit your communication goal and how to arrange them in authentic Spanish sentences.

• Technology Use skills - how to use digital tools to inform, organise and present your language learning.

• Systems thinking skills - learn a range of patterns in the language and apply them effectively to communicate. Continue to develop cultural understanding through comparisons with your own and Spanish/Hispanic culture.

Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form. This gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.

Te Ao Haka provides ākonga with opportunities both within and outside of the subject. The development of Te Ao Haka skills provides lifelong learning and creates viable career pathways that lead on to further studies in areas such as theatre, TV and film, the tourism industry or government.

Learning Opportunities

In this course you will need to:

• Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.

• Justify use of elements to create a section of a Te Ao Haka item.

• Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively.

• Perform a Te Ao Haka item to respond to a local kaupapa.

• The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā and tōngakingaki will provide lifelong learning for ākonga.

• Compare a Te Ao Haka performance and one other performance.

• Respond to a Te Ao Haka performance.

Students are developing skills in general conversation with speakers of te reo Māori, and understanding most of what is said. They are learning to explain and discuss many of their own ideas and opinions and may use te reo Māori creatively. They read a variety of authentic te reo Māori materials and write expressively for a range of purposes. Students use a range of strategies to help them learn te reo Māori effectively, and they demonstrate a high level of fluency for a learner of te reo Māori as a second language.

Learning Opportunities

In this course you will need to:

• Write in te reo Māori about a range of topics, using words and expressions that are appropriate for the purpose and intended audience

• Communicate about future plans.

• Use te reo Māori to entertain and persuade as well as to inform

• Offer and respond to advice, warnings and suggestions.

• Understand much of what other speakers of te reo Māori say about a range of topics across a range of spoken text types, formal and informal

• Express and respond to approval and disapproval, agreement and disagreement.

• Offer and respond to information and opinions, giving reasons.

• Read about and recount actual or imagined events in the past.

The focus of this course is on innovative design, created through complex technological processes. Students who take this course are expected to be independent learners. Students will complete two major projects: first a skills based assessment, creating a garment to take home. Second a design folio centered around students’ individual interests.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions. 

• Pattern drafting, preparation and alterations.

• Technological process which involves research, planning, time management, design, construction and a final evaluation which measures how well the solution meets the brief of the client.

• Fashion design, structural and decorative design.

• Technology use - students will be able to use technology and equipment, understanding the tools, components and systems.

• Skills & Construction techniques.

• Time Management - Use time management strategies to ensure students can manage resources, support and materials.

• Fabric testing.

• Research & development.

• Opportunities include, exhibitions, events, competitions and additional courses.

In Level 2 Toi Māori, students will gain an understanding of the significance of Māori art forms in both traditional and contemporary settings.  Students will use their knowledge around the appropriate use of Māori designs, symbols and patterns, to create both 2D and 3D artworks.  Students will also be exposed to commissioned artworks both individually and collectively.  Students will be given the opportunity to submit work for the annual national Ringa Toi exhibition.

The Level 2 Toi programme interweaves daily cultural practices such as taumata (Karakia/ngā kupu a ngā Tūpuna/mihimihi/Waiata) and fosters the values of whanaungatanga - others, whakaiti - humility and manaakitanga - respect.

‘Kia whakatōmuri te haere ki mua’ to walk into the future our eyes must be fixed on the past.’

Learning Opportunities

In this course you will need to:

• Tikanga when working in a Toi Māori space and when using different taonga/materials. 

• Elements of Māori Art and design from a mātauranga māori perspective (traditions).

• Practical skills to be able to create works of art.

• Develop an awareness of how their work reflects and transmits Māori ideas.

• 2D - drawing, painting, digital media.

• How contemporary design expresses Māori ideas about the world.

• 3D - Upcycling wooden furniture, whakairo.

• Identifying different whakarei with a focus on Ngāpuhi whakairo.

• Creating taonga from rākau/wood.

 ,

Learning Opportunities

In this course you will need to:

• Interpersonal Skills – collaboration, self-directed learning, effective communication, and how to  contribute positively.

• The different types of tourists, their reasons for travel and their product and service needs.
• The different career pathways in the industry.
• Popular places, landmarks, attractions and activities from around the world.
• How tourism can have positive and negative impacts on the environment.
• How businesses operate and change to meet tourist’s needs and demands.
• The social and cultural impacts of tourism.

• Personal Qualities – self-responsibility, self-discipline and a willingness to learn.

• Workplace Qualities – time management, to use a variety of sources to gain information, to use technology appropriately and to problem solve.

• Mapping and Data Interpretation.

• Research Skills.

Akonga will gain knowledge and valuable hands-on experience in a workshop, gaining experience on a wide range of tools and machinery. Each akonga will have the opportunity to gain some work experience on a worksite that aligns with their pathway in the industry setting they potentially plan on working in, such as joinery, carpentry or construction. 

This course selection takes up two option lines, you are also required to select a 3ENG or 3ENT alongside this academy.

Learning Opportunities

In this course you will need to:

• Taking responsibility for professional growth - through active listening, seeking clarification and understanding when needed.

• Develop competencies in workshop and machine safety.

• Managing resources to create the projects to complete the industry standards.

• Use time management strategies to ensure students can manage resources, support and materials.

• Demonstrates responsibility to complete the requirements for the Industry Based Standards.

• Workplace visits and trade specific events to explore a range of trade careers.

• Use workshop technologies in the design & manufacturing of a solution.

The partnership and company business forms are introduced in terms of processing (general journal entries and ledger accounts) and financial statements are prepared in the format applicable to the entity. The analysis and interpretation focus is on external users. A new Accounting concept of Job Costing for manufacturing and service businesses is introduced.

Learning Opportunities

In this course you will need to:

• Information use- classify/code, report and process financial information for  Partnerships, Companies and Job Costing

• How and why to prepare Financial Statements for a Company.

• Applied academic skills- Prepare and explain accounting entries for Partnerships, Companies and Manufacturing Job Cost subsystem.

• Prepare and explain accounting entries for Partnerships and Manufacturing Job Cost subsystem.

• Critical Thinking- interpret Financial Statements using percentages and ratios and evaluate the financial viability of an organisation

• Research and prepare a formal report that comprehensively interprets a listed company’s financial report and justifies a recommendation for an external user. The report will examine Financial Performance, Liquidity and Cash Management, and Market Analysis. XERO is the in class example.

• Interpersonal skills- group collaboration using research skills.

• How to develop Collaboration within the Business workplace environment.

Design is the perfect subject for all creatives! Digital designers, painters and illustrators can use their individual skills to succeed in this subject. Students will be required to maintain a visual/digital diary which documents their generation of ideas, design process, application of artist models, image making and development of ideas. Students will select a topic of their own choice and, using a selection of design briefs, create a body of design work which will be presented on 3 x A1 folio boards for external assessment.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing designers, and test and experiment with a wide range of media and techniques.

• You will select your own ‘Social Issue’ or ‘Business’ to develop an advertising campaign that either creates awareness or for promotion.

• Decision Making: You will apply the design process to make decisions about successful design solutions. By identifying a problem, you will solve it using this process

• Use illustration, photography and typographic design solutions to develop imagery for use in own inquiry.

• Digital Literacy - Understand and apply Adobe Design Suite - Photoshop, InDesign, Illustrator. Create and manipulate images and text.

• Logo Design, Corporate Branding (Business card, letterhead, stickers, t-shirt) and Own Choice: Publication, App, Website, Spatial Design, 3-D Promotional Material.

• Time Management - Use the allocated time and set deadlines to manage your work output and receive quality feedback on your developing inquiry.

• Explore successful design solutions by looking at advertising and the media today along with contemporary designers from NZ and beyond

Level Three Art History focuses on Modern American Art and the iconic artists that changed the game! Investigate art issues and theories, and form your own opinions about famous, controversial artworks. Learn by looking, debating, thinking, making, and considering!

Learning Opportunities

In this course you will need to:

• Problem Solving: 
  • How do you look at Art?
  • What is Art about? 
  • How is it made?
  • Learn the tools to solve the puzzle!

• Modern American Art:

Modern art threw out all the traditional rules. Now Art can be a urinal, paint thrown on a canvas, or a photocopy! Navigate and explore the weird new art world of New York!  

• Communication:
  • Debate about art with your classmates! 
  • Challenge traditional ideas! 
  • Form your own opinions!
  • Express your thoughts, convincingly!

• Abstract Expressionism:

But I could do that! When art lacks skill how can it possibly be worth so much money? Explore the value of art and how an Op Shop find could be worth $50 Million dollars.

• Thinking Critically:
  • Make connections between art and real world politics!
  • Consider how self expression is important to you and others.

• Pop Art:

The radical scene of the 1960’s changed how we viewed art. Learn about Andy Warhol and other Pop Artists who created their own brand of art inspired by movie stars and the New York nightlife. 

• Applied Academic Skills:

Research, Investigate, Communicate through a variety of written responses.

• Feminist Art: 

Raise your consciousness of inequality! Explore how these radical feminist artists challenged the patriarchy with their controversial expressions of art. 

Students will develop an understanding of contemporary art-making processes, procedures, materials and techniques through the in-depth study of artists' working methods and ideas in the field of painting. Students demonstrate their understanding of these methods and ideas by applying them to their work, achieving originality in their personal artworks.

In this course you will need to:

• Creativity: You will be challenged to use media in a variety of ways, explore different compositional structures, learn through experimentation, and be prepared to take visual risks

• “Own Choice”

You will select your own theme and visually explore connected subject matter. You will use a range of methods and media.

3 x A1 Folio Boards.

• Decision Making: You will use your research to make decisions about media, scale, technique and subject matter. Listen to others and take on board advice to improve outcomes

• Drawing, Painting, Print-making, Digital Drawing/Painting (Wacom).

• Time Management: Use time management skills to meet deadlines.

• You will research, select and use ideas found in Artist Models work.

• Visual Literacy: Use images to describe and express your ideas. Your work will relate to your interpretation of the set theme.

• You will need to source your imagery, either from observation, books or your photographs

In this course students continue to develop their understanding of biological systems, responses, adaptations and evolution. This course encourages critical thinking as students discuss the mechanisms for responses to the environment and the adaptive advantages of key features. It will further develop their ability to interpret texts and write effectively in order to communicate their understanding.

Learning Opportunities

In this course you will need to:

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• How does the human body ensure that blood glucose levels remain within safe levels?

• Critical thinking - evaluating the connections between evidence and ideas.

• How can we use research skills and biological knowledge to evaluate issues facing society today and form our own opinions?

• Time management.

• How do plants and animals respond to their environment in order to ensure survival and reproductive success?

• Research skills in finding and analysing information.

• How has evidence been interpreted to provide an ever-changing picture of how humans evolved from ape-like ancestors over millions of years?

This course will cover key chemical knowledge including thermochemistry, the bonding and reactions of atoms and ions, organic chemistry, spectroscopy and electrochemical cells and applications of these. Students will be able to explain these concepts and use chemistry conventions to support their understanding. Students will undertake analysis and interpretation of data and support this with chemical reaction understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, analyze and interpret results

• Atomic structure and Bonding-the foundation of all chemical reactions.

• Critical thinking - making connections between core ideas and how these can be applied, understanding links between evidence and theory

• Multiple types of chemical reactions will be explored to understand how atoms and molecules behave, bond, and react in different contexts.

• Problem-solving - using data and evidence to interpret information and link these ideas together to determine a solution

• Organic chemistry reactions and identification.

• Spectroscopic analysis of organic molecules

• Electrochemical and electrolytic redox cells.

Step into a world where gods interfere in human lives, leaders rewrite history, and ancient beliefs still echo in today’s world. This course is for students ready to think critically, explore deeply, and challenge their understanding of how mythology, power, and ideology shaped the ancient world - and how those ideas still influence us. You’ll study the big ideas of the ancient Greeks and Romans: from religion and death to epic heroes, political propaganda, and gender roles. This course gives you the freedom to shape your learning: the class will vote on which topics to study for both internals and externals (the choice of topic for the internals and two of the three externals).

Learning Opportunities

In this course you will need to:

• Reading and writing - how to plan and write extended essays. Students will read chapters of the Aeneid and examine how the ideas and values of Ancient Rome are evident in the text. All assessments are written and it is strongly recommended that students are confident in their writing.

• Ideology of the Classical World (3.4 Internal):Either Roman Religion - Discover how the Romans understood the sacred and their relationship with the divine: Study Roman religious rituals, ceremonies, and festivals, explore beliefs about the gods, spirits, and household worship, investigate how religion influenced daily life, politics, and social identity in Ancient Rome.Or
• Greek Death and the Afterlife - Explore ancient Greek beliefs about mortality and what comes after: Examine Greek views on death, the soul, and the underworld, study key myths related to the afterlife, such as Hades, Persephone, and the Fields of Asphodel, and investigate how ideas about death shaped Greek culture, morality, and rituals.

• Critical thinking - exploring ideas from ancient society and how these are reflected in modern society.  

• Influence Across Time (3.5 Internal): Either The Lasting Legacy of the Amazons - Explore the powerful myth of the warrior women and their impact across cultures: Analyse gender roles, power, and societal challenges through Amazon myths, investigate how the Amazons represented ideas of strength and rebellion in ancient Greece, and understand the ongoing influence of the Amazons in later cultural, literary, and historical contexts.
  OR
• Classical Myths in Greek and Post-Classical Art - Discover how ancient myths have been depicted and reinterpreted in art across history: Examine mythological scenes on Greek vases and pottery, analyse Renaissance and modern artworks inspired by classical myths, and understand how artists adapt and transform mythological stories to reflect changing values and ideas.

• Communication skills - contributing to group and class discussions. Classics is a discussion based subject and students will learn through class and group discussions to develop their critical thinking of the content. Written communication is also important for success in this subject.

Virgil's Aeneid (3.1 External): Dive into Virgil’s masterpiece, The Aeneid (Roman Odyssey), the epic story of Aeneas fleeing the ruins of Troy to found Rome. Explore Aeneas’ complex love affair with Queen Dido, analyse divine intervention and fate in Roman mythology, and investigate what makes Aeneas the model Roman hero.

• Research Skills - how to research credible information and integrate this into your written work. This is important for the assessments as well as class work.

Greek Vases (3.2 External) - Learn to “read” ancient Greek pottery as a window into everyday life and myth: Study vase imagery and iconography, explore how these artworks reveal social customs, beliefs, and stories, and develop skills in visual analysis and interpretation.

This course centres on the creative design and development process, while also building students’ capabilities in problem solving, user experience, and technical skills. Students will plan and develop their own digital project in an area of interest, such as game design, animation, websites, 3D modelling, or graphics and character design.

In the first part of the course, students will generate ideas, develop a design, and learn about user experience principles. They will then apply this understanding as they develop their project—testing, refining, and managing their work to produce a final outcome. All credits are earned through students’ project work, with an external assessment based on a written report explaining how the project was developed.

An alternative programming-focused pathway is also available, with access to online learning support.

Learning Opportunities

In this course you will need to:

• Digital technologies: Develop confidence and advanced skills.

• Character design and game graphics 
• Creating a game or visual novel 
• 3D modelling (environment or character) / virtual reality
• Animation and motion graphics
• Websites
• Programming and computer science,  explore topics such as big data and networks

• Creativity: Explore possibilities and innovate.

• Design process: Generate ideas, develop, test, and improve outcomes.

• Project management: Plan and manage the development of a digital project

• User experience: Understand UX principles and apply feedback to improve usability

• Computer science (if selected): Apply problem solving to code, test and debug programs.

In this course students will explore a variety of dance styles through practical and research tasks. This course will further develop students' collaborative skills, and the ability to think critically and creatively to overcome challenges as they create choreography, technique, and dance knowledge.  At times, students will be working in groups to produce their own concept choreography.  At the end of each term they have an opportunity to perform in front of friends and family in our Dance Concerts. This involves lighting and costume rehearsals in our purpose built Dance Theatre.

Learning Opportunities

In this course you will need to:

• Time, materials and people management.

• Choreography - creating movement sequences to a brief.

• Communication.

• Technique - Understanding specific body placement, including flexibility, strength and fitness.

• Collaboration.

• Ensemble skills - having an awareness of yourself in relation to others and within a space.

• Resilience.

• Performance Skills.

• Literary skills (writing and research).

• Analysis of a variety of dance genres/styles.

Students work individually through the design process to solve an architectural or product problem in the community. They will explore design history and visual communication methods to create quality outcomes for an audience.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions and display divergent thinking. This can be seen in presentations, spatial and product design briefs.

• Explore spatial or product design, looking at influential architects and designers from the past.

• Communication - Develop presentation skills using a variety of media - rendering chalk, rapid markers, the Adobe Suite, Sketchup, digital and physical modelling.

• Present design ideas in an exhibition.

• Using information - Use the design process to develop ideas and explore options.

• Work with a design brief and site, exploring constraints and opportunities relevant to client needs.

• Use the design process to work through a design brief.

• Students leave with a portfolio of design work.

This course will offer students a range of NCEA units, some of which are compulsory but most of which will be a matter of student choice. All students will further develop their use of drama techniques, and the deep analysis of a live performance. 

Some may select to explore and earn credits for script writing their own original plays. Others may choose to study a theatre theorist or practitioner. 

Performing Arts Technologies: If enough students are willing and able to dedicate the time to a Graduation Production, a few may have the opportunity to earn Performing Arts Technology credits by way of selecting Set, Costume, Make-Up and/or Lighting design units in conjunction with it. Stage-Management will also be offered in such a case. These are demanding units however which will need to be fully understood and the tasks involved accepted by students who opt for them.

Learning Opportunities

In this course you will need to:

• Creativity.

• The study of a range of plays and playwrights. 

• Information literacy.

• Social, political, religious, geographical influences within the historical setting of the plays and scenes they perform.

• Personal confidence.

• Drama techniques.

• Collaborative group skills.

• Analysis of live performance.

• Physical, emotional and behavioural self-awareness.

• Theatre form or genre.

• Communication skills using voice and body.

• Technical production.

• Individual and collective responsibility.

• Rehearsal and performance.

• Self discipline.

• Script writing skills.

• Productivity.

In Early Childhood Development, this course includes an opportunity to explore play and its value in education, the age-related nutritional needs of young children including preparing a menu and meal. It is supported by the theories of child development from newborn to school age, how to develop responsive and reciprocal relationships; and provide safe environments for young children. Students will also develop effective communication with family/whānau, young children, and those involved in caring for young children; and knowledge of related services and types of early childhood centres.

Learning Opportunities

In this course you will need to:

• Interpersonal Skills - collaboration, self-directed learning, effective communication skills- paraphrasing, reflecting, questioning.

• The importance of Play in a child’s learning and development including their need to interact with peers, adults and the environment. Creating resources to use in a centre.

• Workplace Qualities – time management, to use a variety of sources to gain information, to use technology appropriately and to problem solve. Adaptability, initiative and creativity in the context of dealing with the changing needs of young children.

• Develop knowledge of whānau diversity using effective communication strategies with whānau and describing strategies that promote an awareness of, and respect for, cultural diversity in an ECE service.

• Personal Qualities – self-responsibility, self-discipline and a willingness to learn. Professional behaviour and presentation, work ready skills.

• Use knowledge to develop meal plans and a meal based on the age related nutritional needs of young children.

• Safe Practice skills- auditory and visual scanning, positioning, modelling, prompting and guiding.

• The development of children from newborn to school age considering milestones, dimensions of development, patterns of learning and the factors that impact a child’s development. Investigate the variety of services and centres in Early childhood.

• The skills of facilitating, scaffolding, negotiating and responding in developing reciprocal relationships.

• Develop Responsive and Reciprocal Relationships with young children and how to keep them safe in an ECE environment through theory and a placement in a centre.

• Food planning and preparation for young children in keeping with guidelines.

• All skills are transferable to a range of work places and settings outside of Early Childhood

This is a course which enables students to build on their interests and develop their strengths by targeting preferred areas of the curriculum or to catch up on literacy requirements for University Entry or general tertiary study. Students will have the opportunity to complete coursework for assessment that they may have missed in Level 2 alongside those aiming for high achievement at Level 3.

Learning Opportunities

In this course you will need to:

• Develop written personal voice in a range of genres including creative writing and academic literary essay.

• In-depth study of a written text- Katherine Mansfield, Owen Marshall, Thomas Hardy et al.

• Think critically about how language techniques can convey meaning in a range of texts.

• Visual text- feature length film.

• Write about a theme in depth, using evidence to show how different texts represent it.

• Explore a range of writing genres, and develop sustained writing for a portfolio.

• Develop confidence in discussing aspects of language and literature.

• Co-construct with teacher further courses in visual or oral texts according to strengths and interests.

This is a course which encourages students to delve deeply into what makes humans ‘tick’. Through a range of extended written and visual texts, students will explore how humans respond to external influences. Students will have opportunities to curate a writing portfolio, to respond to critical writing around a chosen theme, and to prepare for external examinations in written text and film.

Learning Opportunities

In this course you will need to:

• Develop written personal voice in a range of genres including creative non-fiction and academic literary essay.

• In-depth study of a written text- either Shakespearean tragedy or dystopian.

• Think critically about how and why language is used for a given purpose.

• Visual text- feature length film.

• Read, and critique, a range of critics’ articles associated with their studied written text.

• Explore a range of writing genres, and develop sustained writing for a portfolio.

• Engage in rich discussion.

• What makes a speech effective? Compose and deliver seminar to peer group.

This experiential course provides an opportunity to pursue a passion project by developing and operating an innovative and sustainable business. Students will integrate the concepts of market research, product development and business planning with the operation of their own innovative and sustainable business. They will also apply marketing theory to selling a product or service. The external standard will investigate how internal factors interact within a business that operates in a global context. Additionally, students will have the opportunity to participate in the Young Enterprise Scheme (YES) and pitch their business ideas at regional and potentially national competitive events.

Learning Opportunities

In this course you will need to:

• Collaborate to develop a concept, respond to customer needs and demonstrate initiative, flexibility, integrity and professionalism

• Types of innovation and development of an innovative culture

• Manage resources including people, time and money with a total quality management focus

• Design thinking to identify a need and prototype a solution

• Creative and critical thinking to make decisions and solve problems in a business and marketing context

• Business planning and management to organise production and monitor finances

• Communicate visually, verbally and in writing

• Marketing plan including market audit, marketing strategy and action plan

• Plan, carry out and evaluate a business activity

• Change management strategies and methods of quality control and assurance

• Intellectual property

Other information:

All students who complete the Young Enterprise Scheme will receive the YES micro-credential. The purpose of the micro-credential is to develop 21st century skills in New Zealand's rangatahi by providing an opportunity to set up and run a business in a real-world context.

This course builds upon the knowledge gained in the Level 2 Film and Media course by offering students greater creative license to produce film and media products in the genre they have enjoyed working with most: Animation, Film (Narrative, Documentary, Experimental), and Advertising. This is a practical course focusing on film-making and extending their skills using editing techniques to create specific effects and enhance narratives. Their two finished media products will be produced whilst working in collaboration with ‘Outlook for Someday’ and ‘OnScreen’ - two industry-based companies that run workshops and competitions for secondary school students.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing filmmakers, use camera, lighting and editing techniques and use the skills of others in completing your moving image productions.

• Techniques: Timelapse, slow motion, stop motion, motion blur.

• Decision Making: You will plan, make use of associated language and terminology specific to each genre, test a range of camera techniques, consider narration and moving graphics for a quality moving image production.

• Studio: Camera techniques with school-supplied cameras and lighting.

• Digital Literacy: Use Adobe Photoshop Timeline, Rush, and Premiere Pro to edit and create cohesion in your final works.

• Green Screen: Using studio equipment and green screen technology to enhance footage.

• Time Management: Use the allocated time and set deadlines to manage your work output and receive quality feedback on your developing inquiry.

• Student Directed Film: Inquiry-based assessment for Outlook for Someday and/or On Screen (Research, plan and make).

• Collaboration: Develop your collaboration skills as you work together to complete photoshoots. Learn to work with a model and assistants as you capture your imagery.

• Advertising Campaign: Inquiry-based assessment, developing a range of promotional media products  (Animations, Pop-up, Reels, Website)

• Work with a crew of your classmates to manage your model, props, Lights and backdrops.  

Food and Nutrition encourages students to analyse current issues and theories of nutrition through critical thinking, research and report writing. Students will investigate major influences on eating patterns, food ethics and the impact of food advertising on food choice and well-being. Competence will be developed in a variety of cookery techniques, communication and interpersonal skills while preparing nutritious meals.

Learning Opportunities

In this course you will need to:

• Critical thinking skills - critically analyse different viewpoints/messages and challenge these ideas with evidence.

• Influence of multinational food corporations - exploring the practices McDonalds use to influence food choices and eating patterns in New Zealand.

• Advanced practical cookery skills - developing competence in a variety of techniques, knife skills and interpersonal skills while preparing nutritious meals.

• Investigate a nutritional issue affecting the well-being of New Zealand.

• Applied academic skills - read, interpret and demonstrate knowledge in a written report for all internal assessments.

• Ethical dilemma - analyse a food related ethical dilemma and discover the impact of this on societal well-being

• Communication skills - collaboration requires effective communication in both practical and theory lessons.

• Food advertising - analyse food advertising by exploring key techniques used in advertising in order to identify the messages being used to influence food choices and well-being.

In 2026 students choosing this subject would be working through Te Kura - The Correspondence School - due to low numbers in senior languages classes this year. 

To be successful in Level 3 French via Te Kura you would need to have completed a full year 11 course and achieved Level 2 NCEA French or equivalent. During this option line you would be required to work independently online and log in to access your work. Your Te Kura teacher will communicate with you online to provide help and feedback.

Learning Opportunities

In this course you will need to:

• Communication skills - how to speak, listen, read and write in more complex French, including hypothetical, global and abstract ideas.

• The content would be decided by Te Kura.  However, typical Year 13 topics are: 
  • The changing nature of family/Women’s role.
  • Refugees/migrants/racism/religious freedom.
  • Natural disasters/Climate change.
  • University life/Gap Year/Career pathways.
  • Relationship issues.

• Information Use skills - how to choose which words best suit your communication goal and how to arrange them in effective French sentences.

• Technology Use skills - how to use digital tools to access, organize and present your language learning.

• Critical Thinking - analyse and critique aspects of French culture

• Systems thinking skills - learn a range of patterns in the language and apply them effectively to communicate. Continue to develop cultural understanding through comparisons with your own and French culture.

Geography is the study of places and relationships between people and their environments.  Geographers are cross-curricular thinkers that seek to understand where things are found, why they are there and how they change over time.

Learning Opportunities

In this course you will need to:

• Collaborative skills - Students will work in groups when doing field work. 

• Geographic Skills -  Including  local field work and research.

• Communication skills - Share thoughts and listen to others. To continue to develop both written and verbal communication skills. 

• Current Geographic Issue - Conflicting values over use of land or resources.

• Critical Thinking - To think critically about people’s differing perspectives in relation to Sustainable Environments and Geographic Issues.

• How a cultural process shapes an environment - Studying Tourism at Waitomo.

• Field Work and Research Techniques.

• Research  - eg The popularity of freedom camping.

• Global Patterns - The pattern of global tourism.

Field trip: There is a possibility for a trip to Tongariro and Waitomo

Are you interested in what is affecting your own, others and societies health and wellbeing from a wider perspective? In Level Three Health Education students will apply a broader perspective of the underlying concepts of health (hauora, socio-ecological perspective, health promotion and attitudes and values) to a range of national and international health issues. 

Learning Opportunities

In this course you will need to:

• Critical thinking skills - exploring the bigger picture of health and determinants of health.

• National and international health issues. For example; drug and alcohol use and sexual and reproductive health issues.

• Communication and Collaborative skills.

• Learn about and compare a range of NZ Health practices. For example; Conventional Medicine, Complementary and Integrative Medicine and / or Traditional Medicines.

• Attitudes and values - understand and accept a range of attitudes and values in relation to health and wellbeing.

• Learn about ethical foundations and apply these principles to a selected  NZ ethical issue.

• Written and oral skills (researching, referencing and presenting information).

This course dives into how powerful individuals can shape history and impact their communities long term.  We investigate how a range of famous and infamous English and Russian rulers have used their power in the past. We ask whether they are villains or virtuous, and how their gender and ethnicity strengthened or weakened their rule.  From well-loved Tudor Queen Elizabeth I’s rule of England as “Gloriana” to murderous Stalin’s brutal rule in the communist USSR, learn how and why rulers gained,  held onto, and sometimes even lost, their power (and their lives).

NZ history and/or NZ in the wider world will provide a context for one of the internals.

Stalin’s handling of the brutal Ukrainian famine is the context for the second internal.

Learning Opportunities

In this course you will need to:

• Critical thinking- reasoning, interpreting information, analysing, identifying patterns and trends, synthesising information, making judgements based on evidence

• NZ in the 19th century: early Māori; colonisation and the changing relationships between Māori and European (this will be the basis for the first internal).

• Information literacy- identifying fact and opinion, making judgements about the quality of information, assessing the reliability of different sources of information such as websites

• Russia: How the tsars ruled and how some famous tsars such as Ivan the Terrible had long term impacts on Russia.

• Communication skills- communicating effectively in a variety of formats: for example in small group and full class discussions; written work; visual formats

• How and why the last tsar, Nicholas II, failed and why he and his family were executed.

• Communism- what it is and its establishment in Russia.

• Stalin’s brutal rule of terror- why did 20 million people have to die? How is Stalin viewed by Russians today?

In Level 3 Hospitality students will develop interpersonal relationships in order to implement research and time management skills to negotiate and plan a wide variety of dishes that demonstrate practical cookery techniques. Students will develop knowledge of culinary terms and cookery methods across a wide range of ingredients.

Learning Opportunities

In this course you will need to:

• Personal qualities- negotiate with classmates and teachers to plan and execute challenging dishes. Working together to cater for a wide range of dietary needs.

• Cookery methods and techniques over a wide variety of ingredients.

• Resource management- organise time, ingredients, budget, seasonality and information to complete all practical assessment opportunities.

• Food safety practices and knowledge.

• Information use and management- discern and research information from appropriate websites/blogs/videos/books to deepen culinary terminology and ingredient knowledge

• Culinary terminology and application over a wider range of ingredients.

• Technology use- manage devices to successfully display and present information researched. Use correct cookery equipment to maximise cookery techniques.

• Origins of coffee and coffee production

Māori Studies is a course where you connect with real places, real people, and real purpose. You will explore the pūrākau of Whangārei through mihi and poroporoaki, help prepare and serve a hāngi using tikanga and kawa, and take part in a pōwhiri with confidence. This course builds your understanding of Māori customs in a hands-on way, helping you grow in your reo, your identity, and your ability to stand strong in any kaupapa.

In this course you will need to:

• Apply tikanga and kawa confidently during real-life kaupapa such as pōwhiri, guided tours, and hāngi

• Explore the traditional pūrākau and historical significance of key places in Whangārei

• Strengthen teamwork, leadership, and communication skills through planning and preparing a hāngi as a group

• Learn the tikanga and kawa involved in planning, preparing, and serving a hāngi

• Build a strong foundation of tikanga knowledge to guide decision-making during mihi, poroporoaki, and other marae-based practices

• Understand each stage of the pōwhiri process and the roles people take within it

• Develop the ability to deliver a mihi and poroporoaki in te reo Māori with clarity and confidence

• Examine how tikanga guides roles, responsibilities, and interactions in marae-based settings

Students will develop their understanding of statistical data, completing bivariate and time series investigations and learning to evaluate statistical reports. They will use mathematical applications to answer problems with linear programming and simultaneous equations.

Learning Opportunities

In this course you will need to:

• Critical thinking - Be able to illustrate your mathematical thinking visually and to demonstrate mathematical curiosity by asking mathematical questions.

• Investigates bivariate and inference investigations data by completing an investigation using the PPDAC cycles

• Use and analyse information

• Solve problems using Critical pathways

• Solve problems

• Solve problems using linear programming and Simultaneous equations

• Evaluate statistical reports.

This course is for students who wish to study calculus and algebra in greater depth. Students will develop their understanding of differentiation and integration and their applications. They will extend their knowledge of algebra into complex numbers.

Learning Opportunities

In this course you will need to:

• Critical thinking- Be able to illustrate your mathematical thinking visually and to demonstrate mathematical curiosity by asking mathematical questions

• Develop your understanding of algebraic notation and expressions including complex numbers

• Reason - be able to demonstrate a set of logical steps to their solution.

• Draw and interpret trigonometric graphs. 

• Solve problems

• Use calculus to understand problems involving rates of change and gradient.

• Solve problems using integration.

The ability to understand and interpret data is increasingly valued today. Students in this course will complete statistical investigations and develop their understanding of probability and probability distributions

Learning Opportunities

In this course you will need to:

• Critical thinking- Be able to illustrate your mathematical thinking visually and to demonstrate mathematical curiosity by asking mathematical questions

• Investigates bivariate and multivariate data by completing an investigation using the PPDAC cycles

• Use and analyse information

• Solve problems using linear programming and simultaneous equations

• Solve problems

• Develop concepts of probability and probability distributions.

In Level 3 Music students will have the opportunity to specialise in areas of group and solo performance, composition, songwriting and music research and analysis. Most students will be encouraged to take part in a large-scale senior music concert towards the end of the year.

IMPORTANT: THIS IS A PERFORMING ARTS COURSE. STUDENTS ARE EXPECTED TO PERFORM IN FRONT OF AN AUDIENCE ON A CHOSEN INSTRUMENT

Learning Opportunities

In this course you will need to:

• Collaborative skills - learning to work together effectively towards a common goal

• Learn to rehearse and then perform both as part of a group and solo to an audience.

• Communication skills - develop listening, negotiation and interpersonal skills through the rehearsal process

• Reflect on the rehearsal and performance process.

• Information use - understand and interpret musical scores and notation to be realised in a performance on a chosen instrument

• Develop instrumental, vocal and compositional techniques.

• Critical thinking skills - listening to and analysing music recordings and scores and making sense of music in a performance context

• Develop research, writing and presentation skills on a Music topic of your choice.

• Develop skills in supporting and leading music activities with younger children (optional).

The Year 13 Outdoor Education course is an engaging and challenging program designed to develop students’ personal and social capabilities through outdoor experiences, aligned with Level 8 of the New Zealand Curriculum. The course emphasises self-awareness, leadership, teamwork, and responsible decision-making in a range of outdoor contexts.

Students will participate in activities such as sea kayaking, multi-day camping expeditions, mountain biking and the planning and execution of successful outdoor events. These experiences foster quality relationships, build resilience, and deepen understanding of self and others—key strands of the Health and Physical Education learning area.

By planning and reflecting on their experiences, students engage with the achievement objective to "plan, implement, and critically evaluate strategies to meet their own and others’ needs in a range of contexts." The course also provides opportunities for students to demonstrate leadership, manage risk, and contribute to group goals, helping them become confident, connected, and actively involved lifelong learners.

Through this program, students will not only gain practical outdoor skills but also develop critical competencies that prepare them for life beyond school.

This course involves 2 1-day trips, a 3-day overnight sea kayaking/camping expedition, a 4-day overnight tramping/camping expedition, and a 2-day overnight mountain biking trip across the year. By selecting Outdoor Education, it is expected that students will participate in all of these out of school events. The 15 credit Unit Standard offered in this course requires students to plan for, attend and actively participate, and evaluate all planned events.

L3 Outdoor Education offers 27 unit standard credits.

Learning Opportunities

In this course you will need to:

• Critical thinking and Safety management - Challenge assumptions around safety in the outdoors, identify and develop plans to manage risks and hazards that impact our physical and emotional safety, analyse safety management plans in a range of outdoor contexts.

• Investigate safety management issues for a range of outdoor activities to encourage safe and meaningful participation.

• Leadership and Planning - demonstrate leadership and effective team roles, planning and organising your own outdoor journeys, allocate team roles and develop a deeper understanding of styles of leadership to use for outdoor activities. Evaluate participation in trips.

• Plan for, participate in and evaluate participation in multi-day sea kayaking, tramping and mountain biking expeditions.

• Self management - develop strategies to manage self through challenging outdoor contexts.  Devise strategies to successfully meet outdoor activity goals. This includes, personal responsibility, organisation, setting goals, seeking knowledge and motivation.

• Place based investigations to connect students with the environments we explore during the programme.

• Movement and technical skills in a range of contexts - demonstrate technical skills in sea kayaking, tramping, mountain biking and rock climbing.

• Learn technical skills in a range of challenging outdoor activities that enable students to develop the skills required for life-long participation in a range of outdoor activities.

Other information: 

L3 Outdoor Education offers 27 unit standard credits

‘O le tagata ma lona aiga, o la tagata ma lona faasinomaga’: Every person has a family, every person has an identity.

Explore Pasifika heritage. Create a Performance. Express your story.

This course explores the richness, resilience and diversity of Pacific cultures through art, storytelling, history, and creative expression. Students will explore how Pacific peoples share identity, values, migration stories and contemporary issues through a range of cultural forms including tātatau (tattoo), visual art, dance, spoken word, and performance.

Students will connect with their own identities, learn about the geography and histories of Moana-nui-a-Kiwa (the Pacific Ocean), and create original works that express who they are and where they come from. Students can work through movement, art, spoken word, research, or digital storytelling to reflect their learning.

Learning Opportunities

In this course you will need to:

• Dance and Performance confidence.

• Explore Pacific design, tātatau, tapa, dance and song as cultural carriers.

• Cultural understanding.

• Create a project (e.g. art, short film, performance, or presentation) that tells a personal or cultural story.

• Relationship building.

• Examine real-world events such as the Dawn Raids or the Polynesian Panthers.

• Critical thinking.

• Explore the role of rangatahi (youth) in sustaining and reshaping cultural traditions.

• Creativity in communication.

• Research a cultural figure, event, or movement significant to Pacific people in NZ or the wider Moana.

• Self- awareness and cultural identity.

Opportunities:

Perform at or attend Auckland ASB Polyfest. Visit the University of Auckland or other universities to look at further education opportunities. Participate in workshops with external organisations. Attend performances in the local area and Auckland. Listen to guest speakers and watch guest performers.

Level Three Photography puts students in the driver's seat of their own ideas, themes and camera! Extension lighting and studio techniques are opened up to Level Three students to produce highly polished finished artworks. Work collaboratively as a team to help others and gain help with your own photoshoots. Students will maintain a visual/digital diary which documents their generation of ideas, photographic techniques, application of artist models, final imagery and development of ideas. Students will select a kaupapa of their own choice that they are passionate about and, using a variety of photographic approaches, create a body of Photography work which will be presented on 3 x A1 folio boards for external assessment.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing photographers, test and experiment with a wide range of camera functions, lighting and editing techniques.

• You will select your own approach to the overarching theme of “Whakapapa’’ to develop a Photographic body of work.

This could include your culture, hobbies, connections to place/whenua, personal identity, memories etc.  

• Decision Making: You will apply the photographic process, associated language and terminology and use it to make decisions to inform the development of your own photographic practice.

• Use Photography complex studio and camera techniques to develop imagery to explore ideas and communicate about your kaupapa. Use the specialist equipment in Photography to the next level!

• Digital Literacy: Use Adobe Photography programmes to edit, create multiple image constructions, and record your ideas. 

• Depth of Field, Shutter Speed, Lighting, Multiple Image construction, Projection, Sculptural photography, digital and hand-crafted manipulations.

• Time Management: Use the allocated time and set deadlines to manage your work output and receive quality feed-forward on your developing inquiry.

• Learn about Fine Art Photography printing techniques.

• Collaboration: Learn to work with a model and assistants as you capture your imagery.

• Work with a crew of your classmates to manage your model, props, Lights and backdrops.

You will be working in a highly responsible environment and within a high trust model with the community group/sporting organisation you are interested in working with.  This will be an individualised programme where you can explore your particular passions within Sports Management.  High self management skills are required.

Learning Opportunities

In this course you will need to:

• Working with the community.

• Involvement with community members.

• Coaching.

• This practical course will include: a range of physical activities, coaching, umpiring, officiating, interpersonal skills, leadership and event management, etc.

• Umpiring.

• This course provides vital skills to organise, manage, officiate a sporting event.

• Officiating.

• Explore areas of interest to you within the Sports Management field - directly with the community organisations.

• Interpersonal skills.

• Possible Gateway involvement.

• Leadership.

• Event management.

• Interaction with adults including meetings, phone calls, email. 

• Personal growth and confidence.

Other information:

Develop a CV of volunteer work and experiences as well as gaining some qualifications in umpiring/coaching, etc and building a culture of volunteer work and relationships with community members which can lead onto possible future pathways.

Level Three Physical Education is about developing physical skills and experiencing enjoyment by participating in movement. Through movement, we develop a range of capabilities, learn why and how people move, and understand what influences our own and others’ movements. This programme is designed for each student to apply knowledge to find out what works for them as an individual.  

The PHYSICAL and the EDUCATION is connected through a fairly even mix of practical and classroom based lessons.

Learning Opportunities

In this course you will need to:

• Analysis of a physical skill through biomechanics, motor skill learning and functional anatomy.

• Physical activities and how they impact your wellbeing.

• Personal performance.

• Physical activity - Evaluate physical activity experiences to date in order to devise strategies for future involvement.

• Interpersonal skills and leadership.

• Practical performance improvement

• Self Management.

• Training programme - develop the skills required to plan and evaluate an effective training programme.

• Critical thinking.

• Physical skill analysis - motor skill learning, biomechanics and functional anatomy to improve a skill.

• Self Management.

• Sociology - explore current trends in physical activity and analyse the impact on societal wellbeing.

• Critical thinking.

• Report writing skills.

• Training programme.

In this course, students will deepen their understanding of key physics models, laws, and theories that explain how the natural world works. They will learn to describe and predict the behaviour of systems, from everyday objects to atomic particles and even planetary-scale phenomena. Through practical investigations, students will develop and test theoretical relationships and refine their ability to use both mathematical equations and scientific concepts to communicate their understanding effectively.

Learning Opportunities

In this course you will need to:

• Critical and analytical thinking.

• Mechanical systems - the interactions between everyday matter can be predicted and modelled.

• Problem solving.

• Wave systems - waves carry energy and their behaviour can be used to our benefit.

• Investigative and experimental analysis.

• Electrical systems - understanding electromagnetism helps create technological advances.

• Mathematical reasoning.

• Modern physics - exploring the quantum nature of matter.

Focusing on Apiculture as its key practical component, this course provides an in-depth understanding of primary industry economics and sustainability. Students will undertake an investigation into consumer preferences for honey, research and explore profitability drivers for this primary product, and analyze how market forces influence supply and demand. A crucial element involves analyzing an environmental issue pertinent to primary production, such as freshwater resources or sustainable practices (topic specified annually by NZQA). 

Practical learning directly involves utilising our on-site beehives and is supported by integrated Unit Standards. 

This course offers two clear academic pathways: Achievement Standards for university entrance, or a Unit Standard pathway (through Telford) for students seeking a more vocational learning approach.

Learning Opportunities

In this course you will need to:

• Beekeeping & Hive Management: Practical skills in apiculture, including working with on-site beehives.

• Practical Apiculture: Hands-on learning and management of beehives.

• Market & Economic Analysis: Ability to research consumer preferences, profitability drivers, and market forces (supply/demand).

• Primary Industry Economics: Research into consumer preferences, profitability drivers, and market forces (supply and demand) within primary production.

• Environmental Stewardship: Competence in analyzing primary production's environmental impacts and sustainable practices.

• Environmental Sustainability: Analysis of critical environmental issues pertinent to primary production, such as freshwater resources.

• Applied Research: Skills in undertaking investigations and applying findings to real-world primary industry contexts.

Akonga will develop bespoke products through design and development. Successful designs can be manufactured that meet the akonga’s specifications. Akonga will be able to design and make tangible high-quality products in the workshop that serve a purpose.

Learning Opportunities

In this course you will need to:

• Creativity - Ākonga create innovative design ideas/solutions.

• Ākonga has the opportunity to show off their own personal design skills.

• The technological process involves research, planning, time management, design, construction, and a final evaluation which measures how well the solution/product meets the client's brief.

• Ākonga explores various design ideas refining their concepts towards their final outcome.

• Use knowledge attained and use it in a technology setting.

• Opportunities to push the boundaries in design and manufacturer of high quality outcomes.

• Time Management - Use time management strategies to ensure akonga can manage resources, supports, and materials.

• Work with high quality materials and top quality machines.

• Understand the concepts and processes employed in materials development and evaluation and the implications of these for the design, development, maintenance, and disposal of technological products.

• Opportunities include, exhibitions, events, competitions and additional courses.

This course enables students to gain a deeper understanding of human behaviour and the way in which we function and interact with our surroundings. Students will look at how psychological approaches can interact to explain behaviour more holistically. Students will learn about a range of fields in psychology and some of the theories utilised by psychologists practising in these fields. Students will conduct independent research based on a chosen psychological theory, and dive deep into ethical issues in psychological practice.

Learning Opportunities

In this course you will need to:

• Critical thinking- critically analysing information. Making links to other contexts and being able to apply theory to different contexts beyond presenting information

• Variety of psychological approaches such as: psychodynamic, cognitive, behavioural, humanistic, social, indigenous and biological psychology

• Scientific skills- researching a variety of texts, interpreting results and carrying out your own scientific investigation

• The process and execution of psychological research

• Reading & Writing- reading and interpreting scientific research. Learning to write scientifically and concisely

• Variety of psychological fields such as: forensic, clinical, animal and sports psychology, theories used by psychologists within these fields and the implications of these for society

• Analysing, solving problems, evaluating outcomes and their impacts in societal contexts

• Examining ethical issues in psychological practice. 

Students will develop a broad range of science knowledge and skills that open pathways to diverse careers beyond Year 13. The course content is flexible and can be co-designed with students, drawing from Earth and Space Science, Environmental Science, Biology, Chemistry, and Physics.

Students will engage in experiments, write detailed reports, and tackle real-world problems. Additionally, guest speakers from local industries and institutions will share insights about their careers and the application of science in various fields.

Learning Opportunities

In this course you will need to:

• Systems thinking: Integrating ideas to understand and analyse complex issues.

• How does the human body ensure that blood glucose levels remain within safe levels?

• Reading and writing: Interpreting scientific texts to build understanding and clearly communicate ideas in writing.

• Life on other planets: Investigate the conditions required for life beyond Earth and evaluate scientific evidence related to astrobiology

• Critical thinking: Evaluating the relationships between evidence and concepts to make informed judgments.

• Ocean acidification: Examine the impacts of increased carbon dioxide on marine ecosystems through practical investigations

• Scientific literacy: Gaining a solid grasp of key terms and concepts across multiple science disciplines.

• Sound and light: Understand the physics of waves and how sound and light behave in different environments

• Chemical analysis: Learn techniques used in chemical forensics and environmental monitoring through real-world investigations.

In Level 3 Social Studies students will critically examine social and political issues in New Zealand and overseas, and analyse different perspectives on these. This course challenges students to think critically about contemporary society, the people in power and will help them to become informed citizens. It also gives students an opportunity to actively participate in social actions aimed at challenging existing social processes. Contexts and topics are contemporary and can be decided with the teacher as the year progresses and as social issues arise. 

All Year 13 Assessments come with Reading Literacy credits. The externals come with both reading and writing credits. Senior Social Studies is an approved subject for University. This is a great subject for students thinking about going into law, journalism, United Nations, NGO and activism work, social work, politics & government or similar career choices. 

Learning Opportunities

In this course you will need to:

• Critical Thinking - to think critically about cultural norms, both nationally and overseas, the cause, potential conflicts and implications. How we see this presented to us in contemporary society and how this is filtered through into our everyday lives.

• Protests in Iran - Exploring the civil unrest and protests against the government of Iran associated with women’s rights and the death in police custody of Mahsa Amini in 2022.

• Collaboration - Students will be encouraged to work in groups and contribute to class discussions. Be mindful and respectful of all opinions.

• Contemporary social issues to be decided by students and the teacher. Examples might include:
  • Current international, political and/or cultural conflicts and wars.
  • Human Rights (e.g. indigenous, gender, youth, worker, minority groups, asylum seekers).
  • Law changes (e.g. abortion laws).
  • Social media and book bans.
  • Crime and punishment (e.g. restorative vs punitive punishment, the death sentence).
  • Mental and social health issues

• Communication Skills - to share your thoughts and listen to others.  To continue to develop both your written and verbal communication skills.

In 2026 students choosing this subject would be working through Te Kura - The Correspondence School - due to low numbers in senior languages classes this year. 

To be successful in Level 3 Spanish via Te Kura you would need to have completed a full year 11 course and achieved Level 2 NCEA Spanish or equivalent. During this option line you would be required to work independently on line and log in to access your work. Your Te Kura teacher will communicate with you online to provide help and feedback.

Learning Opportunities

In this course you will need to:

• Communication skills - how to speak, listen, read and write in more complex Spanish, including hypothetical, global and abstract ideas.

• The content would be decided by Te Kura.  However, typical Year 13 topics are: 
  • The changing nature of family/Women’s role.
  • Refugees/migrants/racism/religious freedom.
  • Natural disasters/Climate change.
  • University life/Gap Year/Career pathways.
  • Relationship issues.

• Information Use skills - how to choose which words best suit your communication goal and how to arrange them in effective Spanish sentences.

• Technology Use skills - how to use digital tools to access, organize and present your language learning.

• Critical Thinking - analyze and critique aspects of Spanish/Hispanic culture

• Systems thinking skills - learn a range of patterns in the language and apply them effectively to communicate. Continue to develop cultural understanding through comparisons with your own and Spanish/Hispanic culture.

Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.

Te Ao Haka provides opportunities for all ākonga to develop as global citizens and promote te ao Māori on a global stage, through performances both to visitors to Aotearoa New Zealand, and abroad. This provides the opportunity for Māori culture to be a model for indigenous cultures across the world, giving relevance and value not only to itself, but to others, too.

Learning Opportunities

In this course you will need to:

• Students of Te Ao Haka develop a range of skills and dispositions that enable them to become life-long learners and equip them for future success.

• Reflect on a personal learning journey in a discipline of Te Ao Haka.

• Te Ao Haka embodies several dispositions, giving ākonga the opportunity to grow into proud, confident, disciplined, resilient, accountable, hard working, committed, humble leaders who are able to work collaboratively.

• Perform three categories within a discipline of Te Ao Haka.

• The skills of manaaki, tiaki, aroha, whakapono, aumangea, tiaki wā and tōngakingaki will provide lifelong learning for ākonga.

• Perform two Te Ao Haka disciplines.

• Demonstrate understanding of a key role within Te Ao Haka.

By the end of this course, students can take part in general conversation with speakers of te reo Māori, understand most of what is said, and contribute relevant comments. They can explain and discuss many of their own ideas and opinions and may use te reo Māori creatively. They can read a variety of authentic te reo Māori materials and write expressively for a range of purposes. Students use a range of strategies to help them learn te reo Māori effectively, and they demonstrate a high level of fluency for a learner of te reo Māori as a second language.

In this course you will need to:

• Distinguish between facts, opinions and hypotheses and recognise intentions to persuade and influence in different contexts.

• Communicate about certainty and uncertainty, possibility and probability.

• Understand much of what is written by other users of te reo Māori about a range of topics.

• Develop an argument or point of view, with reasons.

• Produce a wide range of spoken text types, formal and informal.

• Recount a series of events to inform, persuade or entertain.

• Write about a range of topics across a wide range of text types, selecting words and expressions that are appropriate for the purpose and intended audience

• Communicate the same information in different ways for different audiences.

• Respond to selected and adapted texts in te reo Māori that are about te reo and tikanga Māori, for example, texts from recorded speeches, literature, film, newspapers, magazines, television, video, DVD and radio.

The focus of this course is on innovative design, created through complex technological processes. Students who take this course are expected to be independent learners. Students will be guided through a design process to develop a unique outcome.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions. 

• Pattern Drafting  - Extends and develops students' knowledge of pattern drafting.  Past projects have included custom fitted ball dresses, 5 pocket designer jeans and shift dresses with design features.

• Technological process which involves research, planning, time management, design, construction and a final evaluation which measures how well the solution meets the brief of the client.

• Starting from an experience, students explore a range of design ideas refining their concepts towards their final outcome. This is an open brief where students can create in their genre of choice.

• Technology use - students will be able to use technology and equipment, understanding the tools, components and systems.

• Opportunities include, exhibitions, events, competitions and additional courses

• Time Management - Use time management strategies to ensure students can manage resources, support and materials.

In Level 3 Toi Māori, students will apply their understanding of theoretical and practical knowledge around Māori design and art elements.  They will be given project briefs to produce artworks using a range of materials. Students will be encouraged to exhibit artworks in the annual Ringa Toi art exhibition.

The Level 3 Toi programme interweaves daily cultural practices such as taumata (Karakia/ngā kupu a ngā Tūpuna/mihimihi/Waiata) and fosters the values of whanaungatanga - others, whakaiti - humility and manaakitanga - respect.

‘Kia whakatōmuri te haere ki mua’ ‘to walk into the future our eyes must be fixed on the past.’

Learning Opportunities

In this course you will need to:

• Tikanga when working in a Toi Māori space and when using different taonga/materials (Rakau/wood).

• Elements of Māori Art and design from a mātauranga māori perspective (traditions).

• Practical skills to be able to create works of art.

• Develop an awareness of how their work reflects and transmits Māori ideas.

• 2D - drawing/sketching, surface whakarākei/decoration.

• Own work and the work of others to identify creative variation.

• 3D - Creating taonga from rakau/wood.

In Level 3 students study tourism with a view to possible employment or further study in the industry when they leave school. They will learn about the different tourist types, where they go and why. They will also explore career pathways and work roles in the tourism industry  and learn about industry expectations.

Learning Opportunities

In this course you will need to:

• Interpersonal Skills – collaboration, self-directed learning, effective communication and how to  contribute positively.

• The following topics will be covered:
  • NZ
  • Australia
  • Pacific Islands

• Personal Qualities – self-responsibility, self-discipline and a willingness to learn.

• Students will explore various destinations with a focus on how the tourism industry meets the needs of a tourist.

• Workplace Qualities – time management, to use a variety of sources to gain information, to use technology appropriately and to problem solve.

• Students will learn about popular tourist destinations, landmarks, attractions and activities around the Pacific region.

• Mapping and Data Interpretation.

• Explore various destinations with a focus on how the tourism industry meets the needs of a tourist.

• Research Skills.

• Learn about popular places, landmarks, attractions, and activities around the world.

In Level 3 Whakairo, students will develop theoretical and practical knowledge about Māori design and art elements as well as developing skills in Māori design practices.  Students will demonstrate knowledge of whakairo production for meaning, intention and function. 

The Level 3 Whakairo interweaves daily cultural practices such as taumata (Karakia/ngā kupu a ngā Tūpuna/mihimihi/Waiata) and fosters the values of whanaungatanga - others, whakaiti - humility and manaakitanga - respect.

‘Kia whakatōmuri te haere ki mua’ ‘to walk into the future our eyes must be fixed on the past.’

Learning Opportunities

In this course you will need to:

• Learn appropriate karakia and tikanga in relation to Māori visual art.

• Elements of Māori Art and design from a mātauranga māori perspective (traditions).

• Practical skills to be able to create works of art.

• Develop an awareness of how their work reflects and transmits Māori ideas.

• Explore sketching, painting and  whakairo. 

• How contemporary design expresses Māori ideas about the world.

• Develop ideas to create whakairo for uku and rākau.

• Exhibit work.

• Designing and constructing taonga pūoro 

This academy provides focused training on the industry standards and practical skills essential for a successful career in the primary industries. You'll gain hands-on experience in critical areas such as fence construction, safe operation of all-terrain vehicles (ATVs), light utility vehicles (LUVs), and tractors. The curriculum also covers crucial techniques for livestock handling and pest control.

Students will also complete vital Outdoor First Aid and Workplace Health & Safety certifications. This program equips you with the competencies and confidence needed for primary sector roles.

This course selection takes up two option lines, you are also required to select a 2ENG, 2PRI or 2ENT alongside this academy. 

Learning Opportunities

In this course you will need to:

• Manages resources such as time and materials.

• Practical skills relevant to the primary sector such as fence construction, pest control, tractors and ATV  

• Understands teamwork and works with others.

• Gain valuable workplace skills such as learners license, first aid and health and safety

• Practical skills relevant to working in the primary industries.

• Gain knowledge of a primary industry that suits the students pathway.

Unlock your potential in the vibrant hospitality industry with our Academy programme, leading to the New Zealand Certificate in Hospitality Level Two. This course will empower you with sought-after hospitality experience and all the essential skills required for a thriving career in cafes or bakeries. Beyond core hospitality training, you'll also gain vital First Aid and Workplace Health & Safety certificates. Our unique blended learning approach combines engaging in-school instruction with invaluable real-world workplace learning at NorthTec, ensuring you're fully prepared for your future career.

This course selection takes up two option lines, you are also required to select a 2ENG or 2ENT alongside this academy. As the unit standards overlap, students cannot select 2HOS alongside this academy. 

Learning Opportunities

In this course you will need to:

• Plan and organise your time to balance the NorthTec experience alongside your school responsibilities.

• Food handling skills in a range of contexts.

• Demonstrate professionalism by being an active listener and seeking clarification when required.

• Cafe and Bakery skills within a workplace context.

• Take initiative when in the workplace to make the most out of the opportunity.

• Barista and front of house service skills in a range of contexts.

This course provides students with the opportunity to gain valuable hands-on experience in the workshop to complete a range of projects. These projects include making a waka ama paddle, a furniture unit with drawers and doors and a dining table with bench seats. Students will gain experience working with a wide range of tools, including MIG welding. Students will also complete a first aid course and workplace health and safety. 

This course takes up two option lines; you are also required to select either 2ENG or 2ENT alongside this academy.

Learning Opportunities

In this course you will need to:

• Taking responsibility for professional growth - through active listening, seeking clarification and understanding when needed.

• Develop competencies in workshop and machine safety.

• Managing resources to create the projects to complete the industry standards.

• Use time management strategies to ensure students can manage resources, support and materials.

• Demonstrating responsibility to complete the requirements for the Industry Based Standards.

• Workplace visits and trade specific events to explore a range trade careers.

• Use workshop technologies in the design & manufacturing of a solution.

Ākonga will be able to explore the elements of Māori design in a bilingual environment.  Ākonga will follow tīkanga and work with a range of construction materials, such as wood, resin and other mediums, to complete Toi Māori projects. Students will also complete a first aid course~and a workplace health and safety course. 

This course will take two option lines, then you will be required to select 2REO/2MAOS/2HAKA as your third option. 

Learning Opportunities

In this course you will need to:

• Ākonga will develop their creativity through understanding the range of materials and apply Te ao Māori concepts to develop a taonga.

• Workshop technology to develop skills for various industries in the trades.

• Ākonga will differentiate between multiple approaches and assess options to make decisions to develop a taonga.

• Developing and producing whakairo using appropriate tikanga.

• Ākonga will be able to work collaboratively in a workshop environment to ensure all ākonga are able to complete their taonga.

• Working safely in a workshop environment.

• Elements of Māori Art and design from a mātauranga māori perspective (traditions).

Students will further their understanding of the financial world as it affects businesses and develop skills that will enable them to cope with the complexities of modern financial management.

Learning Opportunities

In this course you will need to:

• Technology use- Process accounting information using an accounting software package.

• How financial information is coded, recorded and presented in a computerised perpetual inventory system.

• Information use- Process financial information for an entity’s Accounts Receivable subsystem.

• Accounts Receivable subsystem- Process transactions in a subsidiary ledger and prepare a report analysing the subsystem.

• Information use- Process financial information for an entity’s Inventory subsystem.

• Inventory subsystem- Process transactions in a subsidiary ledger and prepare a report analysing the subsystem.

• Information use- Prepare and understand Financial Statements.

• How to prepare Balance Day adjustments and Financial Statements  for Income, Position and Cash Flow.

• Critical Thinking- evaluate a businesses ability to sustain financial viability.

• How to prepare Balance Day adjustments and Financial Statements  for Income, Position and Cash Flow.

Design is the perfect subject for all creatives! Digital designers, painters and illustrators can use their individual skills to succeed in this subject.

Students will develop an understanding of visual communication methods and an appreciation of contemporary Design practice, continuing to develop their skills using Adobe Creative Suite and the design process. Students will be required to maintain a visual/digital diary which documents their design process, application of artist models, image making and development of ideas. They will produce work for two internal design briefs, which will lead to the 2 x A1 folio boards.

Learning Opportunities

In this course you will need to:

• Creativity - You will be challenged to develop a range of ideas, draw inspiration from the world around you, listen to feedback from others and use this to inform your own ideas.

• Deliver an advertising campaign to promote awareness about a business of your choice. You will use your design skills to promote this business through various design briefs.

• Decision Making - You will understand the design process, associated language and terminology and apply it to make decisions about successful design solutions.

• Illustration and Photography to develop imagery for use in own design solutions.

• Digital Literacy - Understand and apply Adobe Design Suite skills - Photoshop & InDesign. Effectively use the computer, scanner, printer and digital camera. Create and manipulate graphic images and text

• Logo Design, Poster Design and Own Choice: Publication, App, Promotional material.

• Visual Literacy - In responding to a design brief, you will need to consider how your work is received by others and understand how to appeal to a target audience and make work that is fit for purpose.

• Explore successful design solutions by looking at advertising in the media today.

Level Two Art History looks specifically at iconic contemporary artists from around the world! Open your eyes to the possibilities of the weird and wonderful through an investigation of all things new in Art. Look, debate, blog, make art, consider your own opinions! Art History incorporates practical art-making tasks to better understand art techniques and ideas. Develop your literacy and abstract thinking skills when investigating and understanding Art ideas and themes.

Learning Opportunities

In this course you will need to:

• Problem Solving: 
  • How do you look at Art?
  • What is Art about? 
  • How is it made?
  • Learn the tools to solve the puzzle!

• Contemporary Diversity:

Learn about art from around the world. Explore how other cultures express themselves and what contemporary art can look like.

• Communication:
  • Debate about art with your classmates! 
  • Challenge traditional ideas! 
  • Form your own opinions!
  • Express your thoughts, convincingly!

• The Value of Art: 
  • Who decides how much art is worth? 
  • How does art become famous?
  • Do we have to like the same art?

• Thinking Critically:
  • Make connections between art and real world politics!
  • Consider how self expression is important to you and others.

• Personal Opinion:

Visit a range of Art Galleries and write a blog about the art you love, the art you hate, or the art you just don't understand! 

• Applied Academic Skills:
  • Research, Investigate, Communicate through a variety of written responses.

• Media and Process:

Learn how art is made and what it can be made out of!

• Artist Film:

Collaborate with an Artist to produce a film in the style of their art. Take your Art History skills into a practical setting! Lights, Camera, Action!

Explore practical art-making techniques based on your own imaginary or real ‘Object, Person, Place.’ Students will study the works of a range of contemporary artists. They will learn to apply the artists’ ideas, processes, procedures, materials and techniques to their subject matter in the development of ideas and the making of personal artworks. The focus of this course is on drawing, painting and extension into some alternative media, presented and assessed on 2 x A1 Folio Boards.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to use media in a variety of ways, explore different compositional structures, learn through experimentation, be prepared to take visual risks.

• “Object, Place Person ”

You will explore treasured objects, people and places (real or imagined). A visual exploration of subject matter and drawing/painting/alternative art-making conventions.

• Decision Making: You will use your research to make decisions about media, scale, technique and subject matter. You will listen to others and take on board advice to improve outcomes.

• Drawing, Painting, Print-making, Digital Drawing/Painting (Waycom)

• Time Management: Use time management skills to meet deadlines

• You will research, select and use ideas found in Artist Models work.

• Visual Literacy: Use images to describe and express your ideas. Your work will relate to your own interpretation of the set theme.

• You will need to source your own imagery, either from observation, google images, books or your own photographs.

In Level 2 Biology - Cells and Genetics, students explore complex ideas of life processes and genetic inheritance. This course encourages critical thinking as students consider the key concept of “form matching function”, and will develop their ability to interpret text and write effectively in order to communicate their understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations.

• Cells are the basic unit of all living things - what are they and how do they work? Consider processes including cellular respiration, photosynthesis, and DNA replication.

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• The code for building us (and all of life) is hidden in our DNA; how are traits inherited? How do our genes determine what we look like? Where does variation between individuals come from?

• Critical thinking - evaluating the connections between evidence and ideas.

• Life is diverse and difficult - how have different groups of animals adapted to overcome their challenges?

In this course students will investigate animal systems, adaptations and processes that underpin Biology. Students will study the inheritance of traits and variation in genetics. They will design and carry out investigations and develop skills in interpreting text, critical thinking and writing discussions to convey their ideas.  

NOTE: This course is not eligible for Excellence subject endorsement

Learning Opportunities

In this course you will need to:

• Scientific skills - how to develop, carry out, and interpret the results of scientific investigations. How to use a microscope and complete biological drawings.

• Cells - these are the basic building blocks of life. Explore these under the microscope and look at processes that occur including transport of materials

• Reading & writing - how to interpret texts to build understanding and communicate this in written form.

• Issues for society - microbes and vaccination. Explore biological ideas and critically evaluate information presented to the public.

• Critical thinking - evaluating the connections between evidence and ideas. Distinguishing fact from opinion. 

• Variation - how is variation created in a species? How is it inherited?

This course will cover key chemical knowledge including structure and bonding of atoms, organic chemistry, chemical reactivity and reduction and oxidation chemistry. Students will be able to explain these concepts and use chemistry conventions to support their understanding. Students will undertake practical experiments to gather observations and support this with chemical reaction understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, interpret results and carry out investigations.

• Atomic structure and Bonding, the foundation of all chemical reactions.

• Critical thinking - making connections between core ideas and how these can be applied, understanding links between evidence and theory.

• Multiple types of chemical reactions will be explored to understand how atoms and molecules behave, bond and react in different contexts. 

• Practical laboratory skills - understand how to undertake reactions safely in the laboratory and carry out experiments to collect data. 

• Organic chemistry reactions and identification.

• Chemical reactivity including rates of reactions, equilibrium and acids and bases. 

This course will cover key chemical knowledge including structure and bonding of atoms, organic chemistry, analytical titrations, and identification and reduction and oxidation chemistry. Students will be able to explain these concepts and use chemistry conventions to support their understanding. Students will undertake practical experiments to gather observations and support this with chemical reaction understanding.

Learning Opportunities

In this course you will need to:

• Scientific skills - develop key ideas and apply these to a range of contexts, interpret results and carry out investigations.

• Atomic structure and Bonding-the foundation of all chemical reactions.

• Critical thinking - making connections between core ideas and how these can be applied, understanding links between evidence and theory.

• Multiple types of chemical reactions will be explored to understand how atoms and molecules behave, bond and react in different contexts. 

• Practical laboratory skills - understand how to undertake reactions safely in the laboratory and carry out experiments to collect data.

• Qualitative analysis methods will be used to identify the concentration of substances present in consumer products.

• Reduction and oxidation chemistry.

• Organic chemistry reactions and identification. 

Step back in time to the thrilling worlds of Ancient Greece and Rome, where gods and heroes battled, empires rose and fell, and stories of love, power, and betrayal shaped entire civilisations. If you’re curious about why people behave the way they do, what makes a hero, or how ancient ideas still influence us today, this course is for you. Dive into epic adventures like Odysseus’ perilous journey home, the dramatic downfall of Julius Caesar, and the stunning art and architecture that reveal hidden stories of status and belief. You’ll also get to challenge your thinking by comparing ancient myths to modern movies like Troy - discovering what changes and what stays the same. This course offers both reading and writing credits, perfect for students who want to sharpen their literacy skills while uncovering the secrets of history’s greatest stories.

Learning Opportunities

In this course you will need to:

• Reading and writing - how to plan and write extended essays. Students will read chapters of the Iliad and the Odyssey with the teacher and examine how the ideas and values of Ancient Greece are evident in the text. All assessments are written and it is strongly recommended that students are confident in their writing.

• The Iliad vs. Troy - Compare Homer’s epic Iliad with the modern film Troy. What gets changed - and why? This topic helps you think critically about how modern media adapts ancient myths and what that says about us today.

• Critical thinking - exploring ideas from ancient society and how these are reflected in modern society.  

• Julius Caesar and the Fall of the Roman Republic - Explore how Rome went from a republic to an empire through the story of Julius Caesar. You'll examine real historical figures, political backstabbing, propaganda, and how leadership and ambition shaped the world.

• Communication skills - contributing to group and class discussions. Classics is a discussion based subject and students will learn through class and group discussions to develop their critical thinking of the content. Written communication is also important for success in this subject.

• Homer’s Odyssey - Follow Odysseus on his wild journey home, filled with monsters, temptations, and tricky gods. At the heart of it all is the idea of home, loyalty, and what makes a true hero.

• Research Skills - how to research credible information and integrate this into your written work. This is important for the assessments as well as class work.

• Art & Architecture of the Ancient World - Discover the art and architecture of the Greeks and Romans through temples, houses, mosaics, and frescoes. Learn what buildings and images reveal about myth, status, and ancient values.

This course focuses on the creative design process, while also developing students’ problem solving, digital skills, and project management capabilities. Students will plan and create their own digital project in an area of interest, such as game design, animation, websites, 3D modelling, or graphics and character design.

In the first part of the course, students will generate ideas, research user needs, learn about relevant digital conventions, and build the skills needed for their chosen area. They will then develop their project—testing, refining, and managing their work to produce a final outcome. All credits are earned through students' project work. An external assessment involves a written report explaining how the project was developed. 

An alternative programming-focused pathway is also available, with access to online learning support.

Learning Opportunities

In this course you will need to:

• Digital technologies: Develop confidence and advanced skills.

• Character design and game graphics.
• Creating a game or visual novel.
• 3D modelling (environment or character) / virtual reality.
• Animation and motion graphics.
• Websites.
• Programming and computer science, explore topics such as cybersecurity and AI.

• Creativity: Explore possibilities and innovate.

• Design process: Generate ideas, develop, test, evaluate, and improve outcomes.

• User focus: Understand user needs and use feedback to improve the design.

• Project management: Plan and manage the development of a digital project.

• Computer science (if selected): Apply problem solving to code, test and debug programs.

In this course students will explore a variety of dance styles through practical and research tasks.  This course will further develop your collaborative skills, and the skills to overcome challenges as you create your own choreography, technique, and dance knowledge.  Students will be working in groups to produce choreography and performance pieces. At the end of each term they have an opportunity to perform in front of friends and family in our Dance Concerts. This involves lighting and costume rehearsals in our purpose built Dance Theatre.

Learning Opportunities

In this course you will need to:

• Team work.

• Choreography - creating movement sequences to a brief.

• Communication.

• Technique - Understanding specific body placement, including flexibility, strength and fitness.

• Collaboration.

• Ensemble skills - having an awareness of yourself in relation to others and within a space.

• Resilience.

• Performance skills.

• Literary skills (writing and research).

• Analysis of a variety of dance genres/styles.

Students work through the design process to solve an architectural or product problem in the community. They will explore design history and visual communication methods to create quality outcomes for an audience.

Learning Opportunities

In this course you will need to:

• Creativity - Students create innovative design ideas/solutions and display divergent thinking. This can be seen in presentations, spatial and product design briefs.

• Explore Spatial design - interior, exterior and landscape design.

• Communication - Develop presentation skills using a variety of media - rendering chalk, rapid markers, the Adobe Suite, Sketchup, digital and physical modelling.

• Students will develop an understanding of product design and prototyping, including areas such as lighting, jewellery, or furniture.

• Using information - Use the design process to develop ideas and explore options.

•  Presentation design, including layout.

• Work with a design brief and site.

• Modelling - 3D digital and physical.

Weblink

At the start of this course, students will enjoy a short unit focused on developing group cohesion using advanced theatre games and warm-up activities. They will use theatre presentation skills throughout the year, beginning with a close study of the work of a particular playwright, which will include a detailed look at changes in New Zealand society over the period of the 20th century and, particularly the late 70s to the early 90s. Depending on the willingness of the class, it is likely that this initial unit of work will result in a performance of the play studied, worth 5 credits. For this to happen, students will need to commit to rehearsals outside of normal school hours.

By way of RESEARCH, IMPROVISATION and/or SCRIPT WRITING, students will prepare an issue based presentation which they will PERFORM to a public audience. The public performance will require students to be available for at least 2 rehearsals and 2 performances outside of normal school hours. 

In conjunction with the performances, students will have the opportunity to further develop their use of STAGE TECHNOLOGIES such as lighting, sound, set, costume and make-up. There will be a strong focus on the USE OF VOICE, BODY, MOVEMENT and SPACE during a DRAMA TECHNIQUES UNIT that also involves performance of a scene to an audience.

Learning Opportunities

In this course you will need to:

• Creativity.

• The study of a New Zealand playwright. 

• Personal confidence.

• Social issues relevant to the students .

• Collaborative group skills.

• Drama techniques.

• Physical, emotional and behavioural self-awareness.

• A range of plays and playwrights.

• Communication skills using voice and body.

• Analysis of live performance.

• Individual and collective responsibility.

• Drama Creation.

• Self discipline.

• Theatre form or genre.

• Technology literacy.

• Technical production.

• Script writing skills.

• Rehearsal and performance.

• Flexibility.

• Initiative.

• Productivity.

This course focuses on preparing students for a range of workplaces. It equips students with the desired employability skills and a knowledge of the basic needs, nutrition, health and well-being of young children. This ensures they have skills in basic hygiene practices; and how to care for children, particularly newborns to school age. As well as an understanding of the agencies that support tamariki and their whānau and some of the theories behind child development and their needs.

Learning Opportunities

In this course you will need to:

• Care Practical Skills - Working with young children- Practical, how to care for young children.

• Explore the basic needs of children from infant to school age and demonstrate the Care practice techniques associated. Explain the health and safety aspects that must be considered when dealing with young children.

• Workplace Qualities – time management, using a variety of sources to gain information, using technology appropriately and problem solving.

• Explore the requirements to keep young children well by examining hygiene practices, health, and wellbeing.

• Personal Qualities – self-responsibility, self-discipline, and a willingness to learn. Professional behaviour and presentation, work-ready skills. With the opportunity to demonstrate these within the classroom, on courses, and in a placement at an Early Childhood centre.

• Examine the theories around keeping children safe by looking at attachment theory, the types of early childhood centres found in New Zealand, and the agencies that are available to support young children and their whānau.

• Interpersonal Skills – collaboration, self-directed learning, effective communication, and how to contribute positively within the classroom setting and in a placement with staff and students in an Early childhood setting.

• Explore the requirements of any workplace with professional behaviour and presentation in theory and a placement in a centre.

• All skills are transferable to a range of workplaces and settings outside of Early Childhood.

Curious about the forces shaping the world around you? Level 2 Economics offers insights into some of today's most important issues. This course will explore a range of significant economic topics, including employment, economic growth, inflation, and international trade.

We will focus on understanding the fundamental 'cause and effect' relationships that drive these issues and analyse the policies governments use to influence outcomes. You will see how these economic dynamics impact the New Zealand economy and affect individuals and families within it. By studying economics, you gain a deeper understanding of the challenges and opportunities faced by modern societies.

Learning Opportunities

In this course you will need to:

• Learn to communicate economic ideas and opinions effectively using critical thinking.

• How does unemployment affect not just individuals, but our entire society?

• Gain experience using economic models to understand complex systems.

• We'll tackle the question: Why are prices rising?

• Improve your ability to interpret information and draw informed conclusions.

• Understand the reasons why the Government cannot simply print more money.

• Build an understanding of different perspectives surrounding economic issues and policies.

• Discover how the Government attempts to influence the economy.

• Consider critically: Is economic growth really that important?

This English course aims to provide learners with a meaningful senior entry point into thinking deeply about why and how language is used by different authors for a variety of purposes. Alongside exploring written and visual texts, students will be offered personalised learning opportunities to explore and make informed interpretations of aspects of the human condition as well as develop their own writing skills.

Learning Opportunities

In this course you will need to:

• Employ critical information literacy to research a controversial topic.

• Self-selected online sources in an area of personal interest.

• Literature & film analysis - looking between and beyond what is seen on the surface.

• A variety of written and visual texts - usually a novel or short stories and film.

• Thinking about how and why language is used for a given purpose.

• Develop a portfolio of writing, thematically linked to texts.

• Identify and use a range of academic literary tools.

• Film terminology and ability to closely view visual texts.

• Develop written personal voice in a range of genres including creative memoir and academic literary essay.

• Make links and connections with society and the wider world around us.

This English course aims to provide learners with an academic understanding and appreciation of language genres, audiences and purposes. Students will work with a variety of thematically linked texts, and are encouraged to read widely and make philosophical connections with themselves and the world around them.  

Learning Opportunities

In this course you will need to:

• Literature & film analysis - looking between and beyond what is seen on the surface.

• Thematic study of extended written text - various genres.

• Thinking critically about how and why language is used for a given purpose.

• Visual text - usually feature film.

• Identify and use a range of academic literary tools.

• Various short unfamiliar texts which could include NZ poetry, fictional prose & persuasive opinion pieces. 

• Develop written personal voice in a range of genres including creative memoir and academic literary essay.

• Literary and filmic devices used by authors.

• Make links and connections with society and the wider world around us.

This course is student driven hands on learning, where students have an exciting opportunity to use their talents and abilities to plan and carry out a business with a focus on improving community wellbeing.  They will use a mix of critical and creative thinking as they generate ideas, develop solutions to consumer or societal problems and manage their resources. Additionally, students will have the opportunity to participate in the Young Enterprise Scheme (YES) and pitch their business ideas at regional and potentially national competitive events.

Learning Opportunities

In this course you will need to:

• Personal qualities of initiative, flexibility, integrity, responsibility and professionalism

• Different types of social enterprise where business tools are used to address a social need

• Management of resources including time, money and people

• Generating a business idea, planning and making it happen for your enterprise venture

• Maintaining effective relationships through collaboration, teamwork, leadership, manaakitanga, and shared vision

• Internal factors that affect business success such as leadership, organisational structure, production methods and the role of corporate social responsibility

• Communicate visually, verbally and in writing

• The different ways people are motivated and how these motivation theories are applied in a workplace

This course covers content from both Media Studies and Visual Art. Students will learn how to tell a story through the camera, they will learn how to enhance footage through editing, using graphics, narration, sound and setting mood and narrative with lighting and colour correction. Students will produce 2 moving image presentations where they will need to research, plan, shoot and edit to complete their moving images, working in collaboration for the best results.

Learning Opportunities

In this course you will need to:

• Creativity: You will be challenged to extend your ideas, draw inspiration from existing film makers, use camera, lighting and editing techniques and use the skills of others in completing your moving image productions.

• Camera Angle: Focus, angle of view, depth of field, rule of thirds, transitions.

• Decision Making: You will plan, make use of associated language and terminology specific to each genre, test a range of camera techniques, consider narration and moving graphics for a quality moving image production.

• Techniques: Timelapse, slow motion, stop motion, motion blur.

• Digital Literacy: Use Adobe Photoshop Timeline, Rush, Premiere Pro to edit and create cohesion in your final works.

• Studio: Camera techniques with school supplied cameras and lighting, including Green Screen.

• Time Management: Use the allocated time and set deadlines to manage your work output and receive quality feed-forward on your developing inquiry.

• Student Directed Short Film: Collaborative Inquiry based assessment (Research, plan and make).

• Collaboration: Develop your collaboration skills as you work together to complete photoshoots. Learn to work with a model and assistants as you capture your imagery.

• Music Video: Individual Inquiry (Research, plan and make) using own choice of music and artist model.

• Work with a crew of your classmates to manage your model, props, lights and backdrops. 

Food and Nutrition enables students to develop an understanding of the nutritional factors that influence the well-being of individuals, their families and the wider community. Students will use critical thinking, research and report writing skills to demonstrate their understanding of the nutritional context they are exploring. Practical skills will be built on by practising a variety of cookery techniques, using effective communication and interpersonal skills to prepare nutritious meals with seasonal produce to enhance well-being.

Learning Opportunities

In this course you will need to:

• Applied academic skills - read, interpret and demonstrate knowledge in a written report for all internal assessments.

• Sustainable food practices - evaluating sustainable practices such as growing vegetable gardens, buying locally, food preserving and making evidence based judgements about how sustainable they really are.

• Critical thinking skills - analysing nutritional issues and the consequences on personal and societal well-being.

• Nutritional needs - analysing issues and creating strategies for people with a specific nutritional need such as food allergies, sports nutrition and maternal nutrition.

• Advanced practical cookery skills - developing competence in a variety of techniques, knife skills and interpersonal skills while preparing nutritious meals.